Sentences with phrase «classroom teachers in urban schools»

James E. Ryan, dean of the Harvard Graduate School of Education, said the university has three goals: improve the quality of classroom teachers in urban schools, create a model that can be copied elsewhere, and present teaching as a viable career to Harvard students and their peers who do not typically think of K - 12 teaching in the same vein as law, medicine or business.

Not exact matches

A former inner - city high school teacher, Farrington left the classroom after 15 years to get a Ph.D. in urban - education policy from the University of Illinois at Chicago.

«Reducing stress and establishing a positive emotional climate in the classroom is arguably the most essential component of teaching,» writes Mariale Hardiman, a former teacher and administrator and current assistant dean of the Urban Schools Partnership at Johns Hopkins University's School of Education.

«The project has the potential to impact all teachers,» he says, «from a novice teacher in a rural setting looking for advice on how to set up classroom routines, to a veteran teacher in an urban school looking for a new spin to teach a concept.»

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

In the period of time that I have been an adjunct instructor in various schools of education ~ I have witnessed and participated in on - going debates and discussions concerning how prospective teachers should be prepared for the urban classrooIn the period of time that I have been an adjunct instructor in various schools of education ~ I have witnessed and participated in on - going debates and discussions concerning how prospective teachers should be prepared for the urban classrooin various schools of education ~ I have witnessed and participated in on - going debates and discussions concerning how prospective teachers should be prepared for the urban classrooin on - going debates and discussions concerning how prospective teachers should be prepared for the urban classroom.

Harvard's Teacher Program Moves to Urban Focus Students at the Harvard Graduate School of Education now step in front of a classroom before they sit down in one.

Not enough college students want to teach in big cities, and few education schools focus on preparing teachers for urban classrooms.

She is a former elementary teacher and in her last classroom position, she taught fourth grade in an urban school.

Ms. Cristina L. Heffernan is a former middle school mathematics teacher with classroom experience working with urban and suburban populations and in public and private schools.

With behind - the - scenes reporting, observations in classrooms and conversations with teachers, parents, reformers, funders and others with a stake in Newark schools, Russakoff tells the tale of how moneyed outsiders failed in the end to turnaround a failing urban school district.

Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.

Daniel Moirao, EdD Dan has served as a classroom teacher and site and district administrator in a variety of school districts ranging from rural to urban to suburban, representing every level of the socioeconomic spectrum.

Sposato is always looking for exceptional staff with demonstrated success in the classroom to train the next generation of highly effective urban public school teachers.

After spending three years in the classroom as an English teacher, first in Houston, Texas via TFA and later in Howard County, Maryland, he gained experience in youth college access work in DC and Philadelphia working with high school youth at the Urban Alliance Foundation and Philadelphia Futures.

The author's twenty - five years of classroom experience in meeting the needs of a diversity of students at large, urban Title I schools (including teaching gifted and special needs students, as well as English Language Learners) ensure his advice is teacher - friendly and timely — and actually works!

Sen. Bob Hall, R - Edgewood, noted that while a program like the one introduced in Richardson may work for larger, urban school districts, it would put small, rural districts at even more of a disadvantage in staffing classrooms with high quality teachers.

Students in urban schools grasp the consequences of inexperienced teachers rolling in and out of their classrooms each year.

These students are reaching the halfway mark in their teacher education programs and one of my most important goals is to create a sense of energy and motivation as they — for the first time — take on the responsibility of working with small groups and organizing instruction for whole classrooms of students in Milwaukee's high needs urban schools.

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 poSchool 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 poschool 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 poschool 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 poschool duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool policies

He has served as a classroom teacher and site and district administrator in a variety of school districts ranging from rural to urban to suburban, representing every level of the socioeconomic spectrum.

It was a wakeup call when teachers at Urban Assembly Academy of Arts & Letters middle school in Brooklyn jointly realized that their most struggling readers were the least engaged learners in all classrooms, not just language arts.

Mike Petrilli of the Fordham Institute said that teachers are told they have to deal with bad behavior and are branded racist if they don't want to, adding that children in urban schools deserve the disruption - free classrooms their affluent counterparts enjoy.

Baruti Kafele has been a highly regarded urban public school educator in New Jersey for nearly 30 years and has distinguished himself both as a classroom teacher and as a school principal.

A NewSchools Venture Fund Research Study determined the effectiveness of CT3's No - Nonsense Nurturer ® Program coupled with the Real Time Teacher Coaching ® Model in multiple classrooms (grades 3 — 12) in an urban school.

As a teacher educator and former classroom teacher, I have become increasingly concerned about the tenuous situation of the most vulnerable students in U.S. public schools — students who attend urban schools with crumbling infrastructures, few resources, and a highly mobile staff.

Tricia has 18 years of experience in urban schools as a classroom teacher, teacher educator and school leader.

The Urban Teacher Residency program, begun in 2009 to fill critical teacher shortages in urban Los Angeles schools, has embraced the limited research suggesting that more classroom experience, especially when it replicates what teachers will be expected to do in their own classrooms post-graduation, produces better teacUrban Teacher Residency program, begun in 2009 to fill critical teacher shortages in urban Los Angeles schools, has embraced the limited research suggesting that more classroom experience, especially when it replicates what teachers will be expected to do in their own classrooms post-graduation, produces better teTeacher Residency program, begun in 2009 to fill critical teacher shortages in urban Los Angeles schools, has embraced the limited research suggesting that more classroom experience, especially when it replicates what teachers will be expected to do in their own classrooms post-graduation, produces better teteacher shortages in urban Los Angeles schools, has embraced the limited research suggesting that more classroom experience, especially when it replicates what teachers will be expected to do in their own classrooms post-graduation, produces better teacurban Los Angeles schools, has embraced the limited research suggesting that more classroom experience, especially when it replicates what teachers will be expected to do in their own classrooms post-graduation, produces better teachers.

For this project, entire classrooms of students were selected based on (a) voluntary participation of teachers whose schools matched specific urban, suburban, or rural characteristics and were located in one of two major climate zones in the US, and (b) consent forms signed by the students» parents.

In 2014, the percentage of students of color exceeded the percentage of white students in U.S. public schools for the first time.13 Meanwhile, 84 percent of all public school teachers identify as white.14 While this disparity occurs in classrooms across the country, the diversity gap is especially pronounced in many urban school districts.15 In Boston, for example, there is one Hispanic teacher for every 52 Hispanic students, and one black teacher for every 22 black studentIn 2014, the percentage of students of color exceeded the percentage of white students in U.S. public schools for the first time.13 Meanwhile, 84 percent of all public school teachers identify as white.14 While this disparity occurs in classrooms across the country, the diversity gap is especially pronounced in many urban school districts.15 In Boston, for example, there is one Hispanic teacher for every 52 Hispanic students, and one black teacher for every 22 black studentin U.S. public schools for the first time.13 Meanwhile, 84 percent of all public school teachers identify as white.14 While this disparity occurs in classrooms across the country, the diversity gap is especially pronounced in many urban school districts.15 In Boston, for example, there is one Hispanic teacher for every 52 Hispanic students, and one black teacher for every 22 black studentin classrooms across the country, the diversity gap is especially pronounced in many urban school districts.15 In Boston, for example, there is one Hispanic teacher for every 52 Hispanic students, and one black teacher for every 22 black studentin many urban school districts.15 In Boston, for example, there is one Hispanic teacher for every 52 Hispanic students, and one black teacher for every 22 black studentIn Boston, for example, there is one Hispanic teacher for every 52 Hispanic students, and one black teacher for every 22 black students.

Been a teacher in an urban high school, while pregnant, without bathroom breaks, in a classroom with a pregnant student whose water broke, while trying to teach Jane Austen?

Susan came to STCM with 12 years of teaching and leadership experience in urban schools, serving as a classroom teacher, teacher coach, and instructional leader in Milwaukee schools.

We seek teachers with jaw - droppingly impressive results in urban schools to lead our classrooms.

Bright Star Schools administrators recognize the problems with the «urban martyr» teaching model and want to support their educators by providing benefits and opportunities to help teachers balance their responsibilities in the classroom with their personal lives.

A NewSchools Venture Fund Research Study determined the effectiveness of CT3's No - Nonsense Nurturer approach coupled with the Real Time Teacher Coaching model in multiple classrooms (grades 3 — 12) in an urban school.

In this previous role, and in addition to the summer school leadership development program, Castenzio served as a resource for aspiring urban teacher candidates and beginning teachers by working to ensure that they were equipped with the initial training necessary to be highly effective in the urban classrooIn this previous role, and in addition to the summer school leadership development program, Castenzio served as a resource for aspiring urban teacher candidates and beginning teachers by working to ensure that they were equipped with the initial training necessary to be highly effective in the urban classrooin addition to the summer school leadership development program, Castenzio served as a resource for aspiring urban teacher candidates and beginning teachers by working to ensure that they were equipped with the initial training necessary to be highly effective in the urban classrooin the urban classroom.

Our urban public school is open to teachers and administrators who want to see effective teaching strategies at work in real classrooms, share ideas with other committed educators and see measurable gains in student achievement.

In the other study, which appears in Teachers College Record, Dunn interviewed one of her brightest former teaching candidates, Samantha Durrance, who went on to become an urban middle school teacher — only to quit after just two years in the classrooIn the other study, which appears in Teachers College Record, Dunn interviewed one of her brightest former teaching candidates, Samantha Durrance, who went on to become an urban middle school teacher — only to quit after just two years in the classrooin Teachers College Record, Dunn interviewed one of her brightest former teaching candidates, Samantha Durrance, who went on to become an urban middle school teacher — only to quit after just two years in the classrooin the classroom.

She began her career as a classroom teacher in urban public schools and continues to serve as a regular guest teacher at a Boston - area independent school.

The Teachers on Tour program seeks to offer urban school districts across the country a unique professional development opportunity for their staff that has the potential to improve their classroom instruction, thus helping in the national concern of closing the achievement gap.

A highly regarded urban public school educator in New Jersey for nearly 30 years, Baruti K. Kafele has distinguished himself both as a classroom teacher and as a school principal.

According to the Shanker Institute report, attrition is «the most significant impediment to increasing the diversity of the teacher workforce,» with minority teachers» strongest complaints related not to being concentrated in urban schools serving high poverty, high - need communities, but because of «a lack of collective voice in educational decisions and a lack of professional autonomy in the classroom.»

Grenot - Scheyer made these comments while explaining yet another local innovation, called UTEACH, an urban teaching residency in which student teachers are placed at public - school campuses for a year - long program of working in real classrooms every day and taking classes with professors who have watched them teach.

BARUTI KAFELE has been a highly regarded urban public school educator in New Jersey for nearly 30 years and has distinguished himself both as a classroom teacher and as a school principal.

Master teachers working in real urban classrooms share exemplary teaching practices in an after - school pedagogical lab.

Dallas Teacher Residency believes a yearlong teacher residency — a rigorous training program that values practice along with content and theory and where future practitioners would apply what they were learning by working in the field alongside an experienced professional — will ensure that when new teachers enter into the classroom alone for the first time they will be better prepared to teach in urban sTeacher Residency believes a yearlong teacher residency — a rigorous training program that values practice along with content and theory and where future practitioners would apply what they were learning by working in the field alongside an experienced professional — will ensure that when new teachers enter into the classroom alone for the first time they will be better prepared to teach in urban steacher residency — a rigorous training program that values practice along with content and theory and where future practitioners would apply what they were learning by working in the field alongside an experienced professional — will ensure that when new teachers enter into the classroom alone for the first time they will be better prepared to teach in urban schools.

Despite the high interest in urban education and educational equality among Yale students, most «Yalies» (i.e. Yale students) who enter the classroom end up doing so through alternative teaching programs, favoring these programs over employment options in district schools with traditional recruitment tactics and teacher preparation programs.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Teacher - student interaction in urban at - risk classrooms: Differential behavior, relationship quality, and student satisfaction with school.