Sentences with phrase «development needs for teachers»

In our work we help school and district leaders craft a process that poses — and answers — questions related to professional development needs for their teachers.

Not exact matches

The focus of the training, delivered via professional - development workshops and phone - coaching sessions, was the personal interactions in the classroom between teachers and students; the coaches gave teachers strategies designed to help them build a «positive emotional climate» and show «sensitivity to student needs for autonomy.»

By advocating for successful governmental policies, setting standards for professionals in the education industry, and providing professional development seminars, it helps teachers, administrators, parents, related students and other educational support staff to best support and educate the special needs children with whom they work.

The city will spend $ 1.8 million for professional development for arts teachers, $ 785,000 to provide arts education for English language learners and special needs students, and $ 220,000 to expand existing student programs like a two - week arts intensive for middle schoolers.

«It's the only way that teachers get the relevant, hands - on professional development we need to improve instruction,» said Vice President for Education Catalina Fortino, who directs the UFT Teacher Center.

The findings highlight a pressing need for new curriculum and professional development for teachers to help students, and English learners in particular, to develop their academic language skills, Thompson said.

Teachers reported they felt they were meeting the needs of students and findings suggest a need for more professional development and additional planning time as these networks take root.

Given the important role of culture in shaping the development of aspects of gender identity, the authors point to the need for parents, teachers, and others who interact with youths to be aware of cultural differences in gender norms.

But Science Buddies realizes that teachers also need concrete support in the form of physical science materials that can be used for student projects, for classroom STEM experimentation and exploration, or to fuel the development of a school Maker Space.

What is needed is a competitive certification process that establishes key criteria for entry into the teaching profession; gives public schools greater freedom to hire and fire teachers; and treats teachers like professionals and their schools like professional institutions by allowing them to tailor professional development to meet the needs of teachers.

It will take a lot to make public schools more effective for all students: greater academic rigor, higher standards of conduct, more parental involvement, meaningful professional development for teachers, stronger incentives for the students themselves, and, of course, more access to health and social services for the many students who are in need of such.

This year we are implementing a new performance - management framework for teachers that will provide them with comprehensive data on areas of strength and areas that need development, as well as reward high - performing teachers with bonuses as large as $ 14,000.

Firstly, the report authors identify the need for professional development of teachers to enable successful school - industry collaboration.

Reports published by the Neag Center for Gifted Education and Talent Development at the University of Connecticut have shown that most general education classroom teachers are poorly equipped to meet the needs of the gifted, and that gifted students can spend as much as half the school repeating curriculum and waiting for classmates to catch up.

This experience catapulted me into the awareness that in order to transform schools we'll need to pay a lot more attention to professional development for teachers and leaders.

That then ends up leading to another need for PD, for that professional development from our teachers.

Australian Education Union Federal President Correna Haythorpe said it's important for teachers to have access to broad curriculum expertise, which is very important for a child's development as a whole, but you can't implement provisions around having specialist teachers in place without looking at the resources that will need to be in place to support that.

Likewise, senior leaders should be embedding regular opportunities for continuing professional development (CPD) across the whole school, giving teachers the skills and knowledge they need to teach today's children about the digital world appropriately and effectively.

In schools, if you get inside the data and actually have a look at what the students are doing, what their areas of strengths are, where they need to build, perhaps as a school there might be some areas of weakness, then you can target some professional development for teachers and maybe target some additional support staff in the classes.

We were a group of junior secondary maths teachers (Year 7 to 9) and we saw a need for the development of some fundamental maths skills in our classes.

What kind of professional development is needed to train teachers for new goals?

Bound up in this is the need for school districts to provide adequate professional training and development for substitutes, who are in short supply, and to encourage a positive working relationship between classroom teachers and their substitutes.

Teachers should use the evidence to form their evaluation, but they need to remain honest too; it's important to evaluate everything they are responsible for and if there are areas for development, then this can be actioned the following year.

Primary among these practices is a close relationship between teachers with students, a focus on the specific needs of these students, and building in the development of assessment and counseling skills for teachers and principals.

With these changes in selectivity, opportunity, and pay, our nation could go from giving no one what's needed to giving everyone what they want: for teachers, sustainable, well - paid career advancement, rigorous development on the job, and whole careers» worth of engaging work; for students, excellent teaching for all, consistently, increasing their lifelong prospects; and for the broader community, an improved economy, national security, and social stability.

Those districts are turning to Kaplan for a range of services — from intervention services for students with the greatest need to professional development for teachers.

Faced with mandatory federal and state holidays, contracted teacher professional development days, and the need to plan for weather - related cancellations, Maryland school districts will struggle to fit in the obligatory number of days without dramatically shortening winter and spring breaks.

We shared five Reach Extension Principles for the new school models they would craft or tailor to their needs; they call for reaching more students with excellent teachers in charge of their learning, for more pay, within budget, while boosting development opportunities for all teachers and clarifying authority / credit for great teachers.

For professional development to truly improve teachers, they need experienced «master teachers,» and PD time «should include time to apply the new concept / skill / strategy to the classroom.»

Many teachers find themselves being asked to assume these roles that include, for example, running a new teacher induction program, convening professional development with teachers, advising on technology, or consulting with teachers on assisting and evaluating teachers in need of improvement.

The One Laptop Per Child initiative in particular gathered significant publicity and hype for its admirable goals, but people implementing it in many countries appeared not to have thought through the professional development teachers would need or, even more importantly, a redesign of the schooling model itself to leverage the considerable benefits that digital learning can deliver.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

The most effective advisories meet regularly, stay together for several years, and involve staff development that helps teachers support the academic, social, and emotional needs of their students.

Indeed, our review findings would suggest that if professional development is explicitly focused on improving an observed teacher practice instead of being focused explicitly on addressing a pupil need, then it is less likely to be effective at improving outcomes for students.

To run an effective afterschool program for adolescent urban youth, for example, teachers and mentors need to understand the specific challenges of adolescent development as well as cultural variations in child - adult relationships.

«Professional development needs to be provided for teachers,» according to Robin Smith, «and the U.S. Department of Education can't leave it up to schools to decide what is needed.

There is much need for professional development and leadership skills among South African principals, many who work double duty as school leaders and teachers each day among children who have been «infected» and «affected» by HIV / AIDS, Witten says.

It is to be hoped that the new standards change the dynamics of professional development so that teachers have ready access to the evidence and expertise they need to further their careers and perhaps stay in the profession for longer.

«Our work with kernels of practice dovetails with CZI's dedication to supporting teachers in gaining the knowledge, tools, and professional development they need for success in their classrooms.

In this process of teacher development, we need to build communities amongst our teaching teams in which vulnerability is welcomed and people get to know each other's reasons for doing this work each day.

The creator of MathStories.com, Bansal credits serendipity for the development of his popular site for teachers — his children needed a new and challenging way to learn to solve mathematical word problems.

But underlying much of the discussion this year was the need for research - based strategies for the classroom, and the requisite teacher preparation and professional development to help teachers apply them effectively.

Profession development for teachers on how to teach self - regulated learning skills is desperately needed, so tools, resources and strategies are available for them to utilise in the classroom.

As for what will be different in the teachers» world tomorrow, five developments need to be noted and taken seriously.

Although the NCTM has always focused on ways to improve professional development for mathematics teachers, such as developing standards for mathematics, Stiff said, more needs to be done.

It also revealed that 61 per cent of teachers felt that parents needed to be more involved in this part of their children's education and 21 per cent of teachers felt that parents do not take enough responsibility for the RSE aspect of their child's development.

The Department for Education (DfE) is now recognising the need to implement more robust training and support with its «Standard for teachers» professional development» and the associated guidance for schools.

We need new systems of support and professional development for teachers and we need state and national policies and assessments that privilege deeper student learning.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

Staff development personnel and administrators need to work together to create pockets of downtime for teachers; time for them to read and digest professional development resources; time for them to educate themselves so they can better educate their students.