Sentences with phrase «community values teachers»

If the community values teachers, people need to put their money where their mouth is.

Not exact matches

A student and a teacher all his life, he lived by solid family values, which he extended to his employees, his friends, and to the community he served.

July 2016 — Business 2 Community — Follow These 27 Digital Marketing Teachers To Add Some Value In Your Life

Join a faith community in which women are valued as teachers and leaders.

I spoke with several other students that I personally trained at the Honor Council's first ever Integrity Day about defining success in qualitative rather than quantitative ways, organized presentations for parents in the local community, wrote brochures explaining of the program for the teachers, and held discussions about how Challenge Success ties into Jewish values at my Hebrew School.

Our Trustees are a group of up to fourteen voting members including parents, teachers, and outside community members dedicated to the mission and values of Marin Waldorf School.

Every child wants, needs and deserves to feel accepted, liked, loved, valued and appreciated by parents, family, friends, caregivers, teachers, classmates and community.

We give thanks for our troops and our veterans — and their families — who give of themselves to protect the values we cherish; for the first responders, teachers and engaged Americans who serve their communities; and for the chance to live in a country founded on the belief that all of us are created equal. . . .

But teachers in community schools frequently have these too, and the values and successes of community schools are too often underestimated.

This is in no small part due to Principal Caliber's tenacity, the teachers» commitment, the parents» engagement and the surrounding community's high value for education.

A century ago, local school boards carefully selected school teachers they deemed «fit to teach,» whose behavior comported with community values.

As a new school year starts, one teacher reflects on the essential value of collaboration and community

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

From the first moment a visitor walks into Indian Island and Beatrice Rafferty schools, there is no mistaking that the students, teachers, and community members value their Native American heritage and language.

PLCs go a step beyond professional development by providing teachers with not just skills and knowledge to improve their teaching practices but also an ongoing community that values each teacher's experiences in their own classrooms and uses those experiences to guide teaching practices and improve student learning (Vescio et al., 2008).

Teachers must understand and adapt their instruction to their students» previous experiences, language, culture, and community values.

Nancie Atwell has given teachers and students a place to believe that dreams do come true with hard work, a sense of community, and valued individuality.

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

The question should be discussed with teachers, parents, and students to reach a balance between educational values and community expectations.»

When teachers brought in outside clients to request and evaluate student aquaponics designs, it sent a clear message that student thinking, creativity, communication and learning were valued by the extended school community.

values of consciousness to promote democratic and accountable education in schools, where teachers attitude plays a very important role as actors in development cooperation and thus are agents of awareness and training of the educational community and especially children and youth.

Education systems should incorporate multiple ways of learning, combining formal and non-formal, traditional and modern, local and outside languages, local and external teachers; high priority needs to be given to vocational learning, through community - based institutions; content should be focused on enhancing links with nature, culture, and society, encouraging community and collective thinking and working, respecting diversity, and other principles and values described in this section.

«For teachers, the competition can not only be adopted to support the school curriculum, but also used as a community project to embody the schools values.

Now Tomberlin is working with teachers on several areas that could be included in the evaluation system: content pedagogy, participation in professional learning communities, student surveys, teacher work product, teacher observation, student learning objectives, and value - added measures to determine if students have achieved a year's work in their subject.

«Learning on Country begins with the idea that local Indigenous custodians and landowners have a wealth of knowledge about place, and of course the community value that knowledge greatly, so we begin with them as the teacher,» Fogarty said.

`... The documentation is riddled with references to teachers making choices aligned with the values or the ethos of the «local school community», but yet that's a black box for a lot of schools.»

As an editor and writer, I've covered travel, world news, and community economic development, and I'm excited to now be back in the world of education, working on high - quality content that's of value to teachers.

Administrators have to decide this is valued for the whole school community, and they have to give teachers time and freedom to learn, experiment, and play.

Their teachers, peers, communities, curriculum and learning resources must help prepare them to recognize and respect human rights globally and to value global well - being, as well as equip them with the relevant skills and competencies for 21st century employment opportunities.

For that reason, our work part from a new ethical approach based on the Freirean values of consciousness and it promotes a democratic and accountable education in schools, where teachers attitude plays a very important role as actors democratization of responsibility and sustainability, they are agents of awareness and training of the educational community, and especially for children and young people.

I learned that most people, no matter teacher or student, seek a community where they are known and valued for their contributions as well as supported through the hard parts.

That, after all, is one reason we support schools of choice: we expect them to bring to the educational process the social capital that reflects the common values of a group of teachers, a community of parents, and their children - and to make education more effective by so doing.

A common base of understanding about reform efforts, shared between teacher leaders, educators, and other community members, along with the community's recognition and value of their leadership expertise, helped teacher leaders to be successful in these roles.

While the parents and teachers Miretzky studied did not espouse the value of democratic communities per se, the values they did espouse — investment in the school community, direct and honest communication, trust, mutual respect and mutual goals — «all reflect the «communication requirements «of such communities» (2004, p. 814).

Applying a teacher inquiry model to program planning and assessment needs to become ingrained into practice, for our own growth and for gathering a rich body of evidence for demonstrating the value of the school library learning commons to the broader educational community.

NACA, in conjunction with community members, developed «essential values» to ensure the school embraces the future while sustaining the identities, culture, and traditions of students and teachers.

In our roles teaching the social studies methods course to students enrolled in our teacher education program (TEP), we try to teach our students directly about the value of colearning within communities of praxis.

We hope that they won't pooh - pooh small innovations like a one - off charter school with a unique design, a teacher evaluation tool that a school district has worked hard to create and implement, or a set of standards that a community has created to reflect its values.

Teachers who cultivate a sense of community around mutual values for students will grow in the profession and elevate one another.

You find an atmosphere of care and respect, where students value learning and care about their teachers, classmates, communities, and themselves.

Often isolated, arts teachers from the study schools emphasized the value of the community built across the network.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

Through their work with SPIRIT, they experienced the success of strong student - teacher relationships and the value of connecting learning to the community.

In the same way that we bring students back into the fold who are isolated by social or academic challenges, we must bring all teachers back into the circle — into a school community where they are valued, heard and have agency.

«Our innovative and differentiated teacher preparation pathways exemplify these values by providing individuals from diverse communities and backgrounds, and in various stages of life, opportunities to pursue teaching careers in ways that fit their needs.

Involving teachers in decisions about their work must be valued in its own right, as must giving parents and other community members more involvement in their schools.

Middle School Jewish Studies Teacher Job Description Mission Statement On the foundation of the highest academic standards and Jewish ethical and spiritual values, Milken Community High School...

Small schools in southwest China's Tibet Autonomous Region have historically reflected local community values, yet had difficulty attracting teachers due to the long commutes, and remote mountainous locations.

The policy brief urges policymakers to support programs for the parents of English language learners, implement nontraditional programs that offer reciprocal involvement by schools and parents, sponsor targeted teacher professional development, and provide community - based education to inform parents about school values and expectations and help parents become advocates for their children.

A number of articles in this issue (pp. 26, 35, and 65) describe how schools that surveyed students, teachers, parents, and community members used their findings about values and attitudes to improve everything from grading practices to school climate.