Sentences with phrase «current needs of our educators»

Not exact matches

Policy - makers, educators, and parents need to take those changes into account, Steinberg says, because our current approaches are leaving teens at the bottom of the misery index.

The New York State Educational Conference Board, a coalition of educators, parents and union members, reported $ 1.7 billion would be needed to maintain programs and services at current levels, Osborne noted.

Toxic teams of educators develop for a variety of reasons that usually stem from the current cloud of paranoia, fear, and frustration enveloping public education — but we need to fight the negativity!

And, while the current trend is to test students as much and as often as possible, educators need to work hard to resist the temptation to use the last few months of school as test prep.

It assembled panels of educators and asked them what education services, in their professional judgment, a typical school district would need to reach two benchmarks: the current level of student performance on exit exams and a higher level of student performance that represents a desired goal.

Educators have long seen a need for portable devices that have enough power to accommodate students» needs for word processing and research on the Internet's World Wide Web, yet which are available at prices much lower than those of current portable computers.

A recent white paper from Learning Forward and the National Commission on Teaching and America's Future (NCTAF), Moving from Compliance to Agency: What Teachers Need to Make Professional Learning Work, draws from interviews with teachers and administrators to report on the current state of professional development and what it will take to transform it to really support educator learning.

From this work three particular aspects of Gardner's thinking need noting here as they allow for hope, and an alternative way of thinking, for those educators who feel out of step with the current, dominant product orientation to curriculum and educational policy.

We need more visionary thinking than the current narrow focus on educator effectiveness, without overlooking the importance of profession ready teachers and principals,» said coalition co-chair Joseph Bishop, who is the executive director of Opportunity Action and policy director for the National Opportunity to Learn Campaign.

Peirce Elementary School, Newton This project will focus on continuing to identify evidence - based methods to improve reading and writing instruction for our learners with special needs, support professional learning for our district's special educators to increase consistency of literacy intervention amongst schools, and ensure that our district has the most appropriate and current assessment and instructional materials.

By supporting current teachers, and putting our efforts into preparing the next generation of educators, we can ensure that students have access to the great education they need and deserve.

Universal screening provides data to educators to (a) evaluate the effectiveness of core instruction; (b) determine what are the critical current instructional needs of students in classrooms right now; (c) determine which students might need additional instruction (i.e., intervention); (d) and, at what level intervention is needed, i.e., Tier 2 (strategic) or Tier 3 (intensive).

Again led by Stephanie Jones and Nonie Lesaux, this smaller group of 100 early educators were challenged to review the current landscape of Early Education practice and policy, and the effects of increasing diversity, exposure to stressors, and the need for enhanced communication and problem - solving skills.

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

«To address chronic shortage areas and current lack of diversity of educators in Tennessee's urban districts, the department expects to implement teacher residency programs in high - need districts across the state.

Seek to grow both professionally and personally as an educator of students with varying learning needs by deepening content mastery, independently reading current literature, and improving in pedagogy

They also noted the importance of identifying weaknesses in current state - and district - level systems through collaboration between K — 12 and college educators, including gathering more data on accountability in accelerated learning coursework, to reduce the need for remediation and promote greater rates of secondary and postsecondary success.

That said, we need extrapolate only a little to question the current direction, and underlying theory of action, beneath the continued press to tighten the screws on the package of high - stakes testing, school accountability, and educator performance evaluations tied to student achievement scores (which, as I noted in a previous Educational Leadership column, researchers caution is fraught with concerns of its own).

The rules define good cause as: a serious illness or health condition of the educator or an educator's family member; the educator's relocation to a new city following the change in employer of the educator's spouse or partner; or a change in the educator's «family needs» that require the educator to relocate or «devote more time than allowed by current employment.»

Dr. Bruening's nation - wide consulting practice in struggling schools and districts supports a current and visionary focus for the needs of students and educators in 21st Century schools and classrooms.

Funded by the Office of Special Education Programs (OSEP) as part of a national assessment of IDEA, the Study of Personnel Needs in Special Education (SPeNSE) analyzed conditions in special education services, qualifications of current special educators, and origins of nationwide shortages in special education personnel.

As Dr. Becoats and his Executive Leadership Team recognize the need for the assessment of current educational programs and initiatives within DPS, R and A will strive to model the Data - to - Action, results - oriented culture that drives our data analysis work, and which we emphatically support and promote to all administrators and educators within DPS.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Ebooks can no longer be the realm of knowledge of just a few experts; we ALL need to understand the current issues, keep up with new writing on the subject (from librarians, educators, technologists and the publishing / e - reader / mobile device world), and scan the horizon to gain some sense of where things are going.

If legal educators better understand current and emerging needs and expectations of the legal profession along with trends in the business and practice of law, the academy will be better able to prepare students for successful entry into the profession.

Early diagnosis and intervention for children with FASD are thought to be key to preventing behavioural, mental health and learning difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising intervention.17 39

At this stage we just need for all educators to really reflect on current practices and approaches to ensure that everyone's point of view and voice is heard and «listened to» at all times.

The idea that parents and caregivers might proactively build the rudiments of resilience is not without precedent.67, 68 Vygotsky suggested that the role of parents, caregivers, and teachers is to work within the child's zone of proximal development so the child will learn to master skills that were previously beyond their independent ability.69 This is the theory behind both Reach Out and Read70, 71 and more recent efforts to decrease obesity by nurturing the foundational motor skills needed for an active lifestyle.72 — 74 The current challenge, then, is for pediatricians, home visitors, and early educators to collaboratively increase the capacity of caregivers and communities to nurture those rudimentary but foundational SE, language, and cognitive skills as they emerge developmentally.

We take great pride in our programs, which are based on current field research and developed with the needs of educators in mind.