Not exact matches
The Lubienskis point out that both the NAEP and ECLS - K were altered, prior to the data collection for their study, to focus more heavily on the math
content that was being
taught in the
public schools but not as much
in the private
schools.
In his column, Jay Mathews highlights a blog entry by Mike Petrilli about the weak, content - free curriculum being taught to his first grader in the Montgomery County, Md. public school
In his column, Jay Mathews highlights a blog entry by Mike Petrilli about the weak,
content - free curriculum being
taught to his first grader
in the Montgomery County, Md. public school
in the Montgomery County, Md.
public schools.
Finally, I describe two
public charter
schools that succeed
in teaching their predominantly minority students both rigorous academic
content and 21st - century skills, while holding themselves to the standard of graduating 100 percent of their students, and sending nearly all to four - year colleges.
A national leader
in education reform — and recent winner of the Broad Prize for best
public charter
school network
in the country — Success Academy has long been committed to advancing education reform nationally by sharing its
content and approach, and inviting others across the country to access and adapt what we
teach and how we
teach it.
WakeEd Partnership is a unique, strategic, education nonprofit focused exclusively on transforming
teaching and leadership modeling
in Wake County
Public Schools to provide graduating students with the
content knowledge and skills they need to succeed
in a complex and changing workplace.
Denver
Public Schools has been using SGOs for many years; their 2008 - 2009 Teacher Handbook states that an SGO must be «focused on the expected growth of [a teacher's] students
in areas identified
in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth
in learning; Based on learning
content and
teaching strategies; Discussed collaboratively at least three times during the
school year; May be adjusted during the
school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information click here).
Angelica began her
teaching career as a fourth - grade teacher and has
taught a variety of grade levels and
content areas
in both
public and independent
schools.
Since the 1990s, many states have implemented new strategies and initiatives for
public school teaching and learning
in an effort to increase
content relevance and breadth.
(e) The board shall establish the information needed
in an application for the approval of a charter
school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter
school; (ii) the innovative methods to be used
in the charter
school and how they differ from the district or districts from which the charter
school is expected to enroll students; (iii) the organization of the
school by ages of students or grades to be
taught, an estimate of the total enrollment of the
school and the district or districts from which the
school will enroll students; (iv) the method for admission to the charter
school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed
in the recruitment and retention plan; (vi) the
school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn
content matter, including the employment of staff that meets the criteria established by the department; (vii) how the
school shall involve parents as partners
in the education of their children; (viii) the
school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the
school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the
school; (xi) the provision of
school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter
schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency
in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the
school will use to ensure the provision of equal educational opportunity as stated
in clause (xiv) and to attract, enroll and retain a student population that, when compared to students
in similar grades
in schools from which the charter
school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter
school to other non-charter
public schools.
After completing a teacher preparation program, teacher candidates
in all states are typically required to pass state licensure exams before
teaching in a
public school.107 Licensure exams, which cover both the
content area of licensure and
teaching pedagogy, are designed to act as a screening point for teachers — ensuring a minimum competency
in the
content of the subject to be
taught and knowledge regarding the practice of
teaching.
• First - hand experience
in building a community of creative learning practices across the
school for each after
school program • Track record of facilitating the long term development of creative
teaching and learning at a structural level • Well - versed
in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented
in creating and implementing activities that promote physical and intellectual development of students • Documented success
in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after
school programs • Ability to create and maintain records of students and correlating assessments • Especially talented
in recruiting, hiring and training staff members to carry out the logistics of after
school programs • Proficient
in monitoring after
school program environments to ensure that all health and safety policies are set
in place • Adept at overseeing program staff, operations and services associated with after
school programs • Competent
in preparing a variety of documents and reports, including incident reports and daily program
content • Skilled
in facilitating partnerships with appropriate
public and private agencies that provide services to both students and their families