Sentences with phrase «by teachers of all grade levels»

The book, which explicates the Five Core Propositions for teaching, is similar to medicine's Hippocratic Oath, held in common by all teachers of all grade levels and disciplines and underscoring the accomplished teacher's commitment to advancing student learning and achievement.

Similar to medicine's Hippocratic Oath, the Five Core Propositions are held in common by teachers of all grade levels and disciplines and underscore the accomplished teacher's commitment to advancing student learning and achievement.

Not exact matches

He called you by your last name (a practice I use to this day), he had a way of instilling fear into kids who would goof - off and cause distractions in other classes (a practice I was very much unable to duplicate during my one - year stint as an 8th - grade English teacher), and you had to run the gauntlet of sentence - diagramming grammar, which advanced to a pretty complex level, before the more «cool - teacher» aspects of Mr. Pacilio were unveiled — and even then, the tests on those rock songs were no joke!

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

Designed by Chicago Children's Museum's education experts, PWN provides teachers with engaging instructional strategies to introduce, reinforce and deepen the understanding of grade - level math concepts through innovative classroom activities, math work stations, and children's literature.

The teachers, under grade level 16 also shunned an examination conducted by the Administrative College of Nigeria for the state government.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

But there is room for improvement on its standards, which have not been rated by the American Federation of Teachers as clear, specific, and grounded in content for English above the elementary level or for social studies at any grade span.

Ferguson noted that the quality of the teacher (as determined by test scores, level of education, and experience) accounts for 43 percent of the difference in math scores of students in grades 3 to 5.

In the Loop: Students and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years in Europe.

This purchase is for one teacher only: This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses.

All three curricula have been piloted by teachers across America in a wide variety of K12 teaching environments, including rural, urban, and suburban; all grade levels; regular ed, special ed, and ESL classrooms.

The lessons and work sheets are intended to enable teachers of various grade levels to participate in the project by making it more challenging for older students and more understandable for younger students.

The importance of substitutes in the lives of students is made more poignant by class - size reductions, which have increased the number of classes at different grade levels and increased the demand for substitute teachers.

P.K. Yonge decided it would make sense to start by systematically targeting one entire grade level, rather than a smattering of teachers and students across the many different grades.

The WebQuest Page This ultimate resource for teachers interested in using the WebQuest model not only offers an excellent list of WebQuests sorted by subject and grade level, it also provides advice for creating your own WebQuests, training materials and templates, WebQuest news and resources, and more.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

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.

For example, there were few differences by age (over or under 30), highest degree attained, the length of time a teacher had student - taught, the number of teaching methods courses taken, grade level taught, community type, and whether a teacher had ongoing guidance from a mentor.

Developed by over 130 current, experienced teachers for every grade level, the featured lessons include the teachers» reflections and insights, student work examples, and an array of other supporting materials.

Articles about the success of the Aesthetic Realism Teaching Method, used by teachers of all subjects and grade levels in New York City public scho...

The state calculates the number of teacher units required for each school by taking the school's average daily membership and dividing it by student - to - teacher ratios for different grade levels established by the legislature.

We use the Common Core of Data to identify teachers in urban areas, the grade level of each teacher's school, and the per - pupil expenditure on instruction by each teacher's district.

By marked contrast, Common Core asks teachers to think carefully about what children read and choose grade - level texts that use sophisticated language or make significant knowledge demands of the reader (teachers should also be prepared, of course, to offer students support as they grapple with challenging books).

For each objective teachers are given detailed information about what content should be taught to meet the objective, the level of knowledge that has been developed in earlier grades, assessment ideas that can be used to determine if the student has mastered the objective, and ways the skills covered by the objective can be linked to other objectives.

Once your account is activated, you can complete your profile and search for a correspondant by language, age, region of the world or for teachers by grade level, age, subjects taught.

By adding one or more of the following engagement techniques — the 10 Cs, I call them — teachers of all grade levels and subject areas can refashion any lesson into an exciting, enriching educational experience for all.

Just before each unit we [other teachers in her grade level] sit down and we talk about what, what are the objectives, what do the students have to learn, what activities can we do to ensure... success of all that... we were doing a graphing activity and the students graphed and we [other teachers in her grade level] were discussing the graph out in the hallway and um, she happened to walk by and she just kind of sat down and joined us and so then I just asked her... some feedback on, you know, how my conversation went and what I could have [done] to... deepen the kids» understanding.

The teacher might alter the content of the reading materials by selecting three different texts - one slightly below grade - level, one at grade - level, and an above - grade level text.

There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit down teams of teachers to develop user - friendly curricula that can be institutionally implemented in classrooms across a grade - level or content - area and that are aligned with state or national standards.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

If you have multiple sections of any support seminar by grade level, pick teachers with varying strengths.

During one of their grade - level meetings, the language arts teachers brainstormed a way to connect the journey of the balloon to both creative and scientific writing by having their students write about that single experience from different perspectives.

Students easily move into and out of core support if they are deemed ready by teachers, which is discussed twice a month among grade - level teachers, administration, and our counselor during their grade - level, common preparation period.

Students are placed by grade level in «nests,» or groups of 10 to 12, each with its own teacher.

Teams of teachers by grade level and subject in schools would be invited to participate in the trials, from all the participating states.

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.

«My favorite staff meeting was one led by one of our teachers — a second - grade teacher who shared what she had learned in a graduate level course she had taken.

Nor does it appear that teachers» grading standards are influenced by the ability level of their students.

At the same time, she facilitated ongoing improvement efforts mandated at the district level prior to her appointment (curriculum writing, implementation of a commercial mathematics program)-- collaborating with grade team and subject leaders, specialist teachers, and trainers provided by the externally developed mathematics program.

It turns out that reported levels of school cohesion vary by grade levels: elementary teachers see their campuses as more coherent, working in professional harmony with peers, than do high school teachers.

These schools tended to have a «more experienced principal, a schoolwide Chapter 1 program, some tracking by ability in grades 1 - 6, lower rates of teacher and student mobility, a balanced emphasis on remedial and higher - order thinking in classroom instruction, and higher levels of community and parent support» (p. 62).

A product of the 2017 Mathematics Institutes is a set of online professional development modules designed to be used by a group of teachers of a specific grade level or course, facilitated by a member of the team.

Holding family group meetings by grade level, subject area and area of interest where teachers and school leaders can share information effectively, allow families to meet one another and ask questions, and grow a shared understanding of the school's goals for student learning.

TPACK may be influenced by contextual factors such as grade level, curricular standards, student characteristics and background, instructional and social interactions, teacher motivation and beliefs, classroom layout, school - related expectations, support for technology, and types of technology available (Mishra & Koehler, 2006; Rosenberg & Koehler, 2015).

In a comparison of highly successful middle schools (as measured by student achievement scores) to a national sample, Petzko (2004) found that the highly successful schools were more likely to have grade - level or content - area teams that were led by designated teacher leaders.

(c) Beginning with teacher evaluations for the 2015 - 2016 school year, if a teacher's schedule is comprised of grade levels, courses, or subjects for which the value - added progress dimension prescribed by section 3302.021 of the Revised Code or an alternative student academic progress measure if adopted under division (C)(1)(e) of section 3302.03 of the Revised Code does not apply, nor is student progress determinable using the assessments required by division (B)(2) of this section, the teacher's student academic growth factor shall be determined using a method of attributing student growth determined in accordance with guidance issued by the department of education.

A mantra of the Common Core's advocates has been that it sets standards, not curriculum: teachers are not being told what to teach, but rather given grade - level expectations for what students should know and be able to do, year by year.

The actual lesson is modeled by our coach and by one of the grade - level teachers, who brings their classroom into our live lesson room.

Middle and high school teachers have more students, which increase reliability of value - added scores, but this advantage is offset by tracking, which reduces reliability at those grade levels.