Sentences with phrase «concern for teacher educators»

The nature of the inappropriate behavior is cause for concern for teacher educators who are expected to teach and assess dispositions and who must decide whether or not a prospective teacher is ready for the ethical responsibility of teaching children.

Not exact matches

There are plenty of deeper - learning skeptics out there, and one of their chief concerns is that while project - based learning in the hands of a well - trained educator can be used in the classroom in a highly effective way, it is also a technique that is easy for an unprepared teacher to do quite badly.

The Senate's statement Tuesday hedged its push for the moratorium as action lawmakers will take «unless the Board of Regents acts to alleviate the concerns of parents, teachers and other educators» — a phrase that's different from the Assembly's otherwise nearly identical position.

The victory, after weeks of cliffhanger budget negotiations and literally hundreds of protest actions by concerned parents and educators, was sweet indeed for teachers who can now close up their classrooms with the knowledge that they'll see their students again in September.

During stakeholder consultations, educators raised concerns the assessments would be an extra burden to teachers already struggling with a hefty workload, lead to a possible narrowing of the curriculum, and cause stress for students and parents.

Whenever someone suggests accountability for the educators, the furor that follows combines OTL concerns (what if the teachers didn't have enough professional development?

Whilst quality and accountability is essential to teacher and principal development, and the notion of professional standards is supported in principle, it is of concern to many educators that the complexity of professional growth, development and training has been reduced to a set of basic competencies that may not truly reflect the complex nature of teaching, the principalship, teacher education and the preparation of teachers and educational leaders for contemporary times and a challenging future.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

In fact, some educators have a name for all the questions and concerns that teachers and administrators have about it.

When we combine these concerns with the lack of any financial incentive to perform extra duties, we find that many are unmotivated to continue in their role and we have seen less teachers applying for roles with many educators opting to take early retirement or leave the profession altogether.

Another grave concern for educators is the academic gap that would be left by teacher assistants that are primarily tasked with making sure students read on grade level by the third grade — presumably still a significant goal for Senator Berger who was a key driver in the state's Read to Achieve legislation that mandates all third graders read on grade level or be held back from advancing to the fourth grade.

The study of 600 teachers, conducted by Abacus Associates for the Connecticut Education Association, underscores mounting concerns by legislators, educators, parents, and others about the test's validity, fairness, and negative impact on students — particularly those in high - poverty districts and those with limited access to computers.

«We are proud of the steps New York City has taken in recent years to strengthen tenure but we also recognize that we still don't have a fully fair, efficient system that protects teachers and students,» said April Rose, a fourth grade teacher in Queens, N.Y. «Our vision for tenure is to set a high bar and a clear process, and in doing so, allow district and school leaders to focus on more pressing concerns like reducing attrition among educators in their first few years and creating safe, supportive school environments.»

Will the powers - that - be continue to be more concerned with creating a testing and data system that ranks and sorts schools and educators, in the quest for the perfect industrial algorithm to judge teachers, students and schools?

Education advocates, though, say they have noted the concerns about teacher background checks and, for the most part, they believe educators» right to protest will continue unabated, particularly if hiring decisions are left to local school boards and administrators, rather than state officials.

Concerns with the NCATE processes and standards, and the desire to have more options for educator accreditation, resulted in the establishment of the Teacher Education Accreditation Council (TEAC) in 1997.

Although educators have been clear about what they want students to know and be able to do and what level they want them to do it, fear of what the evidence will reveal becomes a real concern for many teachers and teams.

The audience for the workshop includes mathematicians, mathematics educators, classroom teachers and education researchers who are concerned with improving the teaching of mathematics and, in particular, the mathematical education of teachers.

Such affinity spaces can offer opportunities for novice educators to receive support and encouragement in the early stages of their careers, which should be of interest to teacher educators concerned with their preservice teachers» success postgraduation.

Officials with the N.C. Association of Educators (NCAE), a Raleigh - based organization that lobbies for teachers at the General Assembly, expressed concern with the absence of any class - size funding.

Because writing instruction is a unifying concern for English teacher educators in methods courses, writing pedagogies courses, and linguistics courses, several possible inquiry paths through the archive for instructors and teacher candidates in each of these courses are possible.

Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice.

Compounding the uncertainty around PEIA is teachers» perhaps deeper dissatisfaction with how much West Virginia's political and judicial branches value the quality of their work, and in turn the long - term prospects for the state's young people — concerns that resonate with educators across the United States.

All in all, this course helped me to understand that it is important for educators to follow the correct protocol when dealing with situations in and out of the classroom (e.g., speaking with parents or the principal concerning an issue that they should be aware of), think carefully before choosing an intervention for a scenario, cooperate with others to achieve a common goal, and know and practice various standards such as diversity, ethics, professionalism, in addition to the role of the teacher at all times, (Student KNOW1)

In their role as teacher educators, two authors of this paper were particularly concerned with the problem of teachers being asked to teach in dialogic ways without having experienced this kind of teaching for themselves, and with a related problem of practice.

Little mention is made of our reality here, however, given the real and deleterious effects we witness, for example, as current teacher educators when we work with potential / future teachers who almost daily express serious concerns about joining a profession now with very little autonomy, not much respect, and a stark increase in draconian accountability measures that will be used to hold them accountable for that which they do, or do not do well.

Provide a forum for consideration of issues and concerns of interest to educators of early childhood teacher educators

Unfortunately, those most directly responsible for improving education — state officials, school board members, administrators, and teachers — and those concerned about its success — educators, parents, policymakers, and the public — have few resources at their disposal to answer this question.

Requires SBEC to require educator preparation programs to provide candidates with information concerning required skills and responsibilities, expectations for student performance, current teacher supply and demand, the importance of classroom management skills, and the framework for teacher and principal appraisal (same as HB 2012, except HB 2012 adds: «the performance over time of the educator preparation program»).

I have designed this seminar to help us, as educators, not only understand some of the main concerns regarding the importance of how a truly effective teacher can make a positive impact with students, but also create the opportunity for beginning teachers to gather collectively and offer support to each other.

Perhaps the biggest surprise in the session's final days was the foundering of Senate Bill 867, a bipartisan - backed bill requiring fingerprint background checks for teacher licensure that, as Policy Watch reported, spurred concerns that the bill could dissuade acts of protest among educators.

Provide a forum for consideration of issues and concerns of interest to educators of early childhood teacher educators