Sentences with phrase «classroom teachers and other staff»

Grades K - 5 classroom teachers and other staff members implementing the Open Circle Curriculum who completed the Classroom Teacher Program (formerly Core Program) prior to 2015.

The teaching of such skills is done most effectively in schools with a safe, caring environment and by classroom teachers and other staff with whom students have ongoing relationships.

Also, it is relationship building with classroom teachers and other staff members.

Not exact matches

The school district where a student opened fire two years ago, shooting two students, is now allowing teachers and other staff members to bring guns into classrooms.

The Madison school district in Butler County is allowing teachers and other staff to take guns into classrooms.

That means that 70 percent of all dollars spent in New York schools is spent on teachers, their aides and other staff who directly interact with students in a classroom.

The teachers which took part in the study included 644 promoted teachers, 1,600 classroom teachers and 267 responses from other staff.

Across the country, students, teachers, principals, and staff members are helping each other make sense of the mix of raw emotions happening in communities, schools, and classrooms in the wake of the 2016 election.

«Teachers and other staff become more engaged because they can see connections between their learning and their impact in classrooms.

Aside from educational equipment, this also includes expertise in the shape of teacher aides and other classroom support staff.

When I moved from the classroom to administration, I made a point of recognizing the star teachers and other staff with thank - you notes in their mailboxes.

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 objects.

In addition, teachers, administrators, and other staff members emphasize the word of the week frequently during the school day, using it to illustrate classroom lessons and reinforce behavior in all areas of the school environment.

an opportunity to consult with the student's regular classroom teacher (s), and other professional staff providing academic intervention services, at least once per semester during the regular school year;

(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.

Montcalm Area ISD strives to provide services to local district teachers, administrators, and other staff that is research - based and relevant to the challenges in today's classrooms.

If I were running a school I'd probably want to evaluate teachers using a mixture of student test score gains, classroom observations, and feedback from parents, students, and other staff.

A portfolio is informative if it conveys useful data about the student's progress and achievement to the classroom teacher, the ESL teacher or bilingual education specialist, other staff members, parents, and the student him / herself.

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

At that time, Auer and other high - performing, high - poverty schools were fully staffed with librarians, guidance counselors, full - time reading specialists, art, music and physical education specialists, program implementers, technology teachers, paraprofessionals, special education teachers, nurses, social workers, psychologists, speech pathologists, and classroom teachers with small classes that allowed them to provide plenty of individual attention to children.

Much of his work involves helping teachers, principals, and other staff set up schools and classrooms that encourage student responsibility and motivation, while humanely and effectively helping misbehaving students learn to behave in more responsible ways.

Stephen Pinches, the institute's global director, said that allowing «teaching assistants, unqualified teachers and other classroom staff» to «make the jump to qualification» was good for the school system, particularly when delivered by top providers.

A powerfully reflective guide for teachers and a must read and resource for principals and other staff developers searching for practical strategies to inspire and motivate teachers to develop classroom climate and culture where students come to class every day «fired up and ready to excel».

But in addition, the Get - Go Process is completed to determine (a) what MTSS services and supports specific students will need on the first day of the next school year; (b) how to prepare teachers and other support staff to deliver needed multi-tiered programs or interventions; and (c) how to best organize students into their next year's classrooms so that differentiated instructional approaches and positive classroom interactions are maximized.

The key ideas are prioritized and shared with the classroom teacher, at a staff meeting and in other forums.

The lead teachers also set up demonstration classrooms, observed other teachers and provided constructive feedback, provided mini-reviews of specific SIOP features for teachers at staff meetings, participated in lesson design study with grade - level teams, and helped sustain the staff's SIOP teaching efforts.

Sets out the authority and duties of charter school boards of trustees, requires that all classroom teachers and professional support staff hold appropriate New Jersey certification, sets out other rights and obligations of charter school staffs

- Training teachers and staff in classroom management to increase communication and work with students to reflect on how their actions impact others; and

These range from having access to appropriate resources (such as a heated classroom) or equipment that enhances learning (such as computers); to access to professional communities of support (such as other teachers with whom to collaborate, behavior specialists, and other resource staff); to the alignment of education programs among the school, district, and state.

Teachers in the CPC program have at least a bachelor's degree along with a certification in early childhood education.18 Staff compensation is relatively high compared to most preschool staff, mirroring the salary schedule of the Chicago Public School system, which reduces teacher turnover.19 In addition to teachers and classroom aides, students also are monitored by parent volunteers, home visit representatives, clerks, nurses, speech therapists, and other administrative staff who are associated with the public school Teachers in the CPC program have at least a bachelor's degree along with a certification in early childhood education.18 Staff compensation is relatively high compared to most preschool staff, mirroring the salary schedule of the Chicago Public School system, which reduces teacher turnover.19 In addition to teachers and classroom aides, students also are monitored by parent volunteers, home visit representatives, clerks, nurses, speech therapists, and other administrative staff who are associated with the public school proStaff compensation is relatively high compared to most preschool staff, mirroring the salary schedule of the Chicago Public School system, which reduces teacher turnover.19 In addition to teachers and classroom aides, students also are monitored by parent volunteers, home visit representatives, clerks, nurses, speech therapists, and other administrative staff who are associated with the public school prostaff, mirroring the salary schedule of the Chicago Public School system, which reduces teacher turnover.19 In addition to teachers and classroom aides, students also are monitored by parent volunteers, home visit representatives, clerks, nurses, speech therapists, and other administrative staff who are associated with the public school teachers and classroom aides, students also are monitored by parent volunteers, home visit representatives, clerks, nurses, speech therapists, and other administrative staff who are associated with the public school prostaff who are associated with the public school program.

In this article, they draw on their work in one rural and one inner - city high school to present five principles to guide such professional development: (1) offer teachers a manageable number of new strategies; (2) move from workshop to classroom; (3) establish forums for teacher empowerment; (4) vary and formats used in staff development; and (5) start with those who are most eager, and then spread the learning to others.

Interns assist the Executive Director, the Education Director, the Gallery Director, Staff, and Teachers in all projects at the Bronx River Art Center, including teaching preparation and classroom instruction, administrative tasks, exhibition installations, and other assigned duties.

Teacher Trainers are responsible for instructing other teachers and perform activities such as coaching staff, setting goals for teachers, providing education materials, ordering classroom supplies, reporting to school principals, and making sure classroom activities are running smoothly.

Assist the Lead Teacher and other classroom staff in planning and providing a stimulating and comprehensive learning environment for infants, toddlers or preschool children.

Facilitators also give weekly Teacher Tip Sheets to children's classroom teachers and other support staff to inform them what students are learning in the program, and how they can support them in using these skills in the classroom and playground.

The study should be conducted in the teacher's own classroom or other early childhood practitioner setting and can focus on children, families, staff, the settings themselves, or other factors that influence teaching.