In New York City, the United Federation of Teachers has a joint project with the school district to integrate standards -
based teaching in the district.
Not exact matches
Some of that extraordinary work includes Dougherty County School System training students to harvest, wash, and prep product from their
teaching gardens for taste tests and to serve
in the cafeteria, Elbert County School
District featuring local strawberries on the lunch line from a farm 20 miles away, and Dade County Schools utilizing experiential nutrition and garden -
based education to
teach Science, Technology, Engineering and Math (STEM) standards.
Some senators are concerned the plan could inadvertently identify some teachers
in smaller
districts based on specialized subjects
taught, such as physics.
About Blog
Based in the beautiful Lake
District, I
teach yoga because... I love it!
Since 1990 the New York -
based Teach for America (TFA) program has placed more than 7,000 teachers
in some of the nation's most challenging school
districts.
The Spokane (Washington) Public Schools, along with many other school
districts, has made a living embracing this simple concept: If we assess our students beforehand, create a common curriculum
based upon what the students need to have, then
teach that curriculum and fill
in what the students don't have, and then assess the students again to be sure they got it, we'll probably be okay.
Based on self - reports by state officials, the survey found that,
in 30 states, curricula aligned to the common core were already being
taught in at least some
districts or grade levels.
At about the same time that the new screening system was put
in place, LAUSD adopted a new teacher evaluation system
in which teachers are evaluated on the
basis of the
district's
Teaching and Learning Framework.
Even so, despite the urgings of the caucus and the local chapters of E4E and
Teach Plus, UTLA refused to endorse the Los Angeles
district's application for a $ 40 million Race to the Top grant, because it required the adoption of a teacher - evaluation system
based in part on student achievement.
Thus, even if school
districts did succeed
in reducing the gap
in access to effective
teaching with their own personnel policies, they would inevitably have to reduce other services to pay for them, e.g., larger class sizes, or lower
base salaries.
In Pathways programs, school districts and colleges allow paras to teach in smaller chunks or on a part - time basis.&raqu
In Pathways programs, school
districts and colleges allow paras to
teach in smaller chunks or on a part - time basis.&raqu
in smaller chunks or on a part - time
basis.»
Moving the scale of quality of the United States»
teaching force toward this higher level would, he recognizes, require significant changes
in school
districts» employment practices,
basing recruitment, compensation, and retention policies on the identification and compensation of teachers according to their effectiveness.
The researchers developed a hands - on curriculum and professional development lessons
teaching basic physics using the popular toys, then conducted a randomized controlled trial
in about 60 fourth - grade classrooms
in a California school
district comparing student learning under the project -
based and traditional textbook
based instruction over three weeks.
Increasingly, states and school
districts use measures
based on growth
in individual students» test scores to evaluate which schools are performing well and how effectively educators are
teaching.
This goal drives every aspect of the Boston Teacher Residency (BTR), a
district -
based program for teacher training and certification that recruits highly qualified individuals to take on the unique challenges of
teaching in a high - need Boston school and then guides them through a specialized course of preparation.
Based on that experience, she sees real danger
in school
districts» «hunger» for teachers to fill certain slots, because it presses them to let untrained individuals
teach as long as they promise to take a certain number of education courses.
We look at the program's approach, and its implications for the
teaching of project -
based learning
in rigorous courses at the high school level, and how one
district AP coordinator uses Knowledge
in Action
in her
district.
Andrea Guengerich Education Policy and Management Hometown: Austin, Texas Experience: High school teacher
in Brownsville, Texas, one of the largest cities along the Texas - Mexico border; position at Breakthrough Austin, a community -
based organization that provides a path to college, starting
in middle school, for low - income students who will be first - generation college students; director of University of Texas Programs for Breakthrough; chair of the College Advising for Undocumented Students Taskforce, a collaboration between six nonprofit organizations and the public school
district in Austin Future plans:
Teaching 6th grade at a project -
based learning school
in Mexico City that seeks to educate the whole child
Each school
district, each charter school and each board of cooperative educational services shall establish, and implement on an ongoing
basis, a training program regarding the procedures set forth
in article 23 - B of the Education Law for all current and new teachers, school nurses, school counselors, school psychologists, school social workers, school administrators, other personnel required to hold a
teaching or administrative certificate or license, and school board members.
Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012
District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent
Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers
in the Age of Digital Instruction — Nov 17, 2011 City -
Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy
in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation
in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.
Design a school that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture
district creates paid role for student teachers — May 22, 2013 Reports: City -
based organizations» roles
in quality digital learning — May 15, 2013 Nation's fifth - largest
district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great
teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models
in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Now What?
This guidebook highlights how
district leaders can use the research -
based FRS framework and free planning resources to leverage opportunities and overcome challenges inherent
in their rural setting to transform
teaching and create a personalized learning experience for their students.
In a previous post I described the first of three project - based learning (PBL) professional development sessions I facilitated for our Innovate Salisbury team, a team of 15 teachers engaging with building leaders, district leaders, and other experts / thought leaders to help shape the vision for teaching and learning in our classroom
In a previous post I described the first of three project -
based learning (PBL) professional development sessions I facilitated for our Innovate Salisbury team, a team of 15 teachers engaging with building leaders,
district leaders, and other experts / thought leaders to help shape the vision for
teaching and learning
in our classroom
in our classrooms.
The plan shall also ensure that holders of level III
teaching assistants certificates and that substitute teachers who work on a long - term
basis, as defined
in section 80 - 5.4 of this Title, are provided the opportunity to participate
in the professional development program of the
district or BOCES.
This guidebook highlights how
district leaders can use the research -
based FRS framework and free planning resources to overcome challenges inherent
in their rural setting to transform
teaching and create a personalized learning experience for their students.
OCR will examine «a broad range of information sources when assessing whether a
district discriminates
based on race
in providing access to strong
teaching.»
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 largest unified
districts in Southern California tend to achieve better outcomes
in educating traditionally underserved student populations than their Northern California counterparts,
based on newly - released assessments of how well schools are
teaching Latino, African - American and low - income students.
However, for the past 10 years, we have been studying a different approach to improving and reforming public education ---- one
based on building strong relationships among teachers» unions and school administrations, and developing collaborative institutions
in schools and school
districts focused on improving
teaching and learning.
Because the videos are chosen
based on specific
district and educator needs, the
Teaching Channel video content is directly applicable to classroom instruction, resulting
in more observable immediate results.
In fact, in a study of a project - based approach to teaching social studies and content literacy to 2nd graders, my colleagues and I were able to close the gap, statistically speaking, between students in high - poverty school districts — who experienced project - based units — and students in wealthy school districts — who did no
In fact,
in a study of a project - based approach to teaching social studies and content literacy to 2nd graders, my colleagues and I were able to close the gap, statistically speaking, between students in high - poverty school districts — who experienced project - based units — and students in wealthy school districts — who did no
in a study of a project -
based approach to
teaching social studies and content literacy to 2nd graders, my colleagues and I were able to close the gap, statistically speaking, between students
in high - poverty school districts — who experienced project - based units — and students in wealthy school districts — who did no
in high - poverty school
districts — who experienced project -
based units — and students
in wealthy school districts — who did no
in wealthy school
districts — who did not.
The purposes of the observations were to gain an understanding of the instructional activities
in the schools, which should assist us to better place the student achievement outcomes within a context; provide some corroboration for the claims made by the various
district and building interviewees about the
teaching and learning conditions
in the school; and provide a
basis for discussion during the teacher interviews that would follow the observations.
She called on
district consultants to provide inservice training for teachers, not only on the use and interpretation of assessments
based on the
district «s standards -
based writing rubric but also on
teaching methods associated with identified goals for improvement
in writing.
And
in a meeting for South L.A. teachers, the area's leader, Ingrid Villeda, expressed concerns that the
district would replace veteran instructors with inexperienced young ones — including some of the 500 new teachers headed to Los Angeles under a $ 20 - million grant to
Teach for America, a nonprofit
based in New York.
STEDI.org has forged ahead implementing research -
based practices to improve
teaching skillns
in school
districts throughout the United States, Canada, and the United Kingdom.
Further complicating matters, Hayes says, are the many bureaucratic rules and traditions enforced at the school,
district and state level, including teacher evaluations
based on student test scores, extensive federal reporting requirements, and curricula that «tell teachers what to
teach and when and for how long no matter who the students are
in front of them.»
To ensure that all children develop the necessary cognitive, social, emotional and physical skills that build the foundation for life - long learning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique needs of each child, through individual and interactive learning opportunities, supported by excellence
in teaching and research -
based instructional practices aligned with the NYS Learning Standards and the
District's curricula,
in partnership with parents, staff, policy makers and community organizations.
Currently
based in Denver, Colorado, she has consulted with school
districts and related education agencies for 17 years
in 20 states and internationally, also serving 13 years
in higher education as associate professor (tenured), associate dean, literacy and leadership academic program director and chair, vice president's faculty fellow, reading specialist, counseling coordinator, and director of national center for students with learning and attention challenges, having
taught 132 course sections from developmental education to teacher education, counseling, and leadership at four universities (Baldwin Wallace University, the University of Arizona, Kent State University, and the University of Akron).
I happened to be one of those proponents
based first on my close understanding of the challenges she faced when she entered the job, the tough decisions she has made over the last two years, and the leadership direction of the
district which is now rooted
in the theory that
in order to improve student learning we need most to improve the quality of
teaching and leadership.
In the Tigard - Tualatin School District (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read at grade level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful adult
In the Tigard - Tualatin School
District (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read at grade level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful
District (TTSD), it's about «never giving up; nothing matters as much as
teaching every child to read at grade level,» said former
district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful
district superintendent Rob Saxton, newly appointed
in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful adult
in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement
in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful adult
in instructional practice on a
district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successful
district - wide
basis; and a pervasive attitude on the part of
district and school personnel to ensure that all students leave TTSD able to be highly successful
district and school personnel to ensure that all students leave TTSD able to be highly successful adults.
The success of Capturing Kids» Hearts is
based on the great training facilitators, effective
teaching pedagogy, and
district staff buy -
in.
One goal of the program was to have participating teachers and administrators focus on research -
based projects directly relevant for improving
teaching and learning
in the
district.
In February 2016, the district announced that beginning in the fall of 2016, the junior high school start time would be advanced to 7:20 a.m. and, based upon «significant research,» the high school start time would be delayed to 7:55 a.m. Remarkably, the district claims the earlier junior high school start time «will improve student achievement by allowing the school to incorporate a «team teaching» approach, more teacher collaboration and planning.&raqu
In February 2016, the
district announced that beginning
in the fall of 2016, the junior high school start time would be advanced to 7:20 a.m. and, based upon «significant research,» the high school start time would be delayed to 7:55 a.m. Remarkably, the district claims the earlier junior high school start time «will improve student achievement by allowing the school to incorporate a «team teaching» approach, more teacher collaboration and planning.&raqu
in the fall of 2016, the junior high school start time would be advanced to 7:20 a.m. and,
based upon «significant research,» the high school start time would be delayed to 7:55 a.m. Remarkably, the
district claims the earlier junior high school start time «will improve student achievement by allowing the school to incorporate a «team
teaching» approach, more teacher collaboration and planning.»
The resulting information about
teaching quality along with data collected about other important school -
based factors is used by IDRA
in conjunction with school
districts to inform the plan for transformational change.
Continuous Web -
based accessibility to a variety of video clips showing research -
based teaching practices
in action empowers educators to build local capacity and implement best practices
in schools and
districts.
For context, like the earlier report, the brief also includes retention findings
based on a representative sample of teachers with similar experience and
teaching in the same
districts as the residency teachers, but who were trained through other (non-TRP) programs.
CEC also offers support to
districts in the development of teacher appraisal processes and systems that are
based on the Framework for
Teaching but stay aligned to professionally research -
based effective practices.
Since 1979, he and his RBT colleagues have
taught in - depth professional development programs centered on the knowledge
base of
teaching to educators
in more than 200 school
districts each year
in the United States and other countries.
In an interview with Education Week prior to the announcement, Houston Superintendent Terry Grier credited the district's success in part to its focus on making quality teaching available to every student in every classroom and its commitment to site - based decision - making, which Grier said allows principals and teachers greater flexibility in managing their schools and addressing students» need
In an interview with Education Week prior to the announcement, Houston Superintendent Terry Grier credited the
district's success
in part to its focus on making quality teaching available to every student in every classroom and its commitment to site - based decision - making, which Grier said allows principals and teachers greater flexibility in managing their schools and addressing students» need
in part to its focus on making quality
teaching available to every student
in every classroom and its commitment to site - based decision - making, which Grier said allows principals and teachers greater flexibility in managing their schools and addressing students» need
in every classroom and its commitment to site -
based decision - making, which Grier said allows principals and teachers greater flexibility
in managing their schools and addressing students» need
in managing their schools and addressing students» needs.
Act 10, passed
in 2011, limited collective bargaining and allowed school
districts to get rid of salary schedules included
in union contracts that awarded pay increases
based only on years spent
teaching.