Not exact matches
* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration &
Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, &
Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School
District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California
Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral
Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change
Jane is very well received by school
district,
teacher organizations, conferences, and parent education
networks throughout the world.
LGBT
Network CEO and founder Dr. David Kilmnick, center, listens as Joe Laricchiuta, 24, a
teacher at Sachem Central School
District, speaks during an annual conference held by the LGBT
Network at Stony Brook University that aims to drive the conversation about bullying in schools, May 1, 2018.
The rally was co-sponsored by members of the Let NY Vote coalition, which includes over thirty organizations, nonprofits, and labor unions, including Common Cause / NY, Public Citizen, New York State United
Teachers, SEIU 32BJ, RWDSU, CWA
District 1, as well as the statewide NAACP and the National Action
Network, grassroots organizations, faith groups, civil liberties, reproductive and immigrant rights, criminal justice and re-entry groups, New American, and the LGBTQ community.
The Let NY Vote coalition is made up of over thirty organizations, nonprofits, and labor unions, including Common Cause / NY, Public Citzen, New York State United
Teachers, SEIU 32BJ, RWDSU, CWA
District 1, as well as the statewide NAACP and National Action
Network, civil liberties, reproductive and immigrant rights, criminal justice and re-entry groups, New American, and the LGBTQ community.
NEW YORK, NY (12/18/2017)(readMedia)-- Last week, over thirty organizations, nonprofits, labor unions, including the New York State United
Teachers, SEIU 32BJ, RWDSU, CWA
District 1, and civil rights organizations, including Statewide NAACP and National Action
Network, civil liberties, reproductive and immigrant rights, criminal justice and re-entry groups, New American and LGBTQ community groups sent a letter demanding that Governor Cuomo and the legislative leaders prioritize Early Voting in the 2018 - 19 budget.
The program hosts annual regional conferences, bringing Noyce
Teacher Scholars and administrators together in a structured
networking atmosphere to find innovative ways to improve STEM teaching and learning strategies in high - need school
districts.
Several
teachers in the Charlotte - Mecklenburg, N.C., school
district face discipline for posting images and material on the social -
networking site Facebook that school leaders find objectionable, including one
teacher who wrote, «I hate my students!»
«Leaders have ideas for
teachers, but it doesn't work top - down,» said Julia Rafal - Baer of Chiefs for Change, a nonprofit
network of state and
district education leaders.
Initially, my intentions were to build a
network of
teachers in my school
district so I could instantly share information with them in real time.
On Jan. 24, readers questioned three members of the
Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional devel
Teacher Leaders
Network — Corrina Knight, a 6th grade language arts / social studies
teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional devel
teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's
teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional devel
teacher education program of the Wake County, N.C., school
district — about their work with
teacher - directed professional devel
teacher - directed professional development.
After the course ended, Kirsch also developed a course for
teachers in his
district called Digital Personal Learning
Networks.
Aspire, which operates in California, and the
Teacher Advancement Program, an intermediary working with a national
network of states,
districts, and schools, have also been trailblazers in developing effective
teachers.
It also suggests that
districts abandon structures and traditions that don't serve learning (including programs and job descriptions that don't meet
teachers» needs) and support
teacher engagement with learning
networks and
teacher leadership organizations.
The text is replete with interesting facts, such as the number of rural charters in the nation (785), the percentage of charter schools that belong to national
networks (40 percent), and a comparison of annual
teacher turnover (18.4 percent in charters, 15.7 percent in
district schools).
Teachers can even collaborate across schools,
districts,
networks and states.
Tennessee and Louisiana will continue to support their
Teacher Leader Networks; Tennessee will develop individualized teacher leadership models for implementation in districts across the state, and Louisiana will support its 5,000 Teacher Leaders and 80 Teacher Leader Advisors with an annual summit and monthly newsletter, webinars, among other su
Teacher Leader
Networks; Tennessee will develop individualized
teacher leadership models for implementation in districts across the state, and Louisiana will support its 5,000 Teacher Leaders and 80 Teacher Leader Advisors with an annual summit and monthly newsletter, webinars, among other su
teacher leadership models for implementation in
districts across the state, and Louisiana will support its 5,000
Teacher Leaders and 80 Teacher Leader Advisors with an annual summit and monthly newsletter, webinars, among other su
Teacher Leaders and 80
Teacher Leader Advisors with an annual summit and monthly newsletter, webinars, among other su
Teacher Leader Advisors with an annual summit and monthly newsletter, webinars, among other supports.
«Today's investments will help these
districts and school
networks — and in time, all
districts — develop better systems to identify and reward great
teachers, make sure the highest - need students have access to the most effective
teachers every year, and give all
teachers the support they need to improve.»
This page provides valuable information about State growth measures, including resources for understanding and interpreting growth scores by
teachers, school and
district administrators, BOCES
district superintendents,
network teams and NTEs, as well as the general public.
Design a school that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to
teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers — July 24, 2013 Case study: New charter pays more, extends
teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture
district creates paid role for student
teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest
district explores extending reach of excellent
teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with
Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent
Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
Teachers» Reach — March 7, 2013 Opportunity Culture
Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your
Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect
Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great
Teachers Are — N
Teachers Are — Now What?
The Central Valley
Networked Improvement Communities, known as CVNIC, include 1,091 students and 41
teachers across 15 schools in eight school
districts: Burton School
District in Porterville, the Cutler - Orosi Joint School
District in Orosi, Dinuba Unified, Exeter Unified, Tulare City School
District, Visalia Unified, and the Sycamore Valley Academy charter school and Valley Life Charter Schools in Visalia.
Institutes offer
district leaders, technology directors, principals, librarians, and
teacher leaders opportunities to build a
network of peers who work together to solve problems, share feedback, and offer practical support and training, regardless of where a
district is in the journey to become future ready.
Jalene is a member of the Greater Boston Principal Residency
Network, and is a Teaching Policy Fellow at the Rennie Center for Educational Research and Policy, through which she has sought to explore alternate means of assessing students and evaluating
teachers at
district and state - wide levels.
The New
Teacher Project (TNTP) recently looked at professional development in large school
districts and a charter school
network and concluded that «We found no evidence that any particular kind or amount of professional development consistently helps
teachers improve.»
To infuse research - based practices into more classrooms, 150
teachers and leaders in Small Learning Community schools in the
district began taking courses this fall through WIDE World, capitalizing on the advantages of
networked technologies to access HGSE research across distance.
In addition, Florida
districts have written plans to scale up LDC implementation, adding
teachers, schools, and grade levels to the
network.
Education Week: What have you learned about the four
districts, and the charter school
network, funded through your Intensive Partnerships for Effective Teaching [a $ 290 million grant program to redesign
teacher hiring, evaluation, and pay structures]?
During Samuelson «s tenure, the
district networked and partnered often with local universities, and community college faculty members and staff, to provide
teacher training.
The
district networks and partners often with local universities and community college faculty and staff members to provide
teacher training and certification.
Rural principals can also take advantage of recent innovations such as virtual
networks that give
teachers access to educators in like grades or subjects in other
districts, rural regions, or states.
Teachers from
districts throughout the Eastern Upstate TC
Network practice specialized strategies designed to build students» cognitive capacity in this distance - learning enabled collaborative action research project.
Reducing or eliminating funding for these programs would also be especially harmful to charter management organizations that recruit heavily from the AmeriCorps alumni
network, including KIPP, Success Academy Charter Schools, and Green Dot Public Schools, all of which have formed official «career partnerships» with City Year, or Uncommon Schools, which advertises on the AmeriCorps alumni career site.34 Likewise, public charter schools and traditional
districts looking to fill hard - to - staff schools and subject areas also rely on AmeriCorps - funded
teacher residencies and teaching fellowships and would likely be in trouble if these programs disappeared.35 For example, Achievement First, a
network of public charter schools, has described Teach For America as «its most effective recruiting source,» hiring both AmeriCorps members and alumni from the program.36
While it is true that both of these
Networks have created learning environments that are successful for their teachers and their students, shouldn't the opportunity for choice exist beyond the option between a district school and these networks, which have similar pedagogic underp
Networks have created learning environments that are successful for their
teachers and their students, shouldn't the opportunity for choice exist beyond the option between a
district school and these
networks, which have similar pedagogic underp
networks, which have similar pedagogic underpinnings?
Teachers from
districts within the Eastern Upstate TC
Network partner to prepare their classroom implementation strategy plans and data gathering instruments to meet the needs of the growing number of their students who are living in poverty.
We are a diverse team of 13
teachers who met over several months to review research on different national efforts to address
teacher attraction and retention, as well as local strategies being proposed or piloted by UTLA, Los Angeles United School
District (LAUSD) and local charter
networks.
Leading classroom
teachers are eligible to follow pathways into Instructional Coach,
District Specialist, School Leader, and
Network Leader roles.
Under his direction, his students» test scores increased significantly, earning him the nomination as a leading math
teacher, acceptance into the Oakland Mathematics Leadership
Network, and service on the
district's Common Core Standards Task Force.
They help school
districts, charter
networks, and state governments conduct surveys of students, parents,
teachers, and staff providing the analytical tools and solutions for improving schools.
The
districts and charter school
network that were the focus of the study spent nearly $ 18,000 per
teacher per year on professional development.
A flash poll conducted by the National
Network of State
Teachers of the Year (NNSTOY) indicates that states and school districts have not engaged teachers regarding ESSA impleme
Teachers of the Year (NNSTOY) indicates that states and school
districts have not engaged
teachers regarding ESSA impleme
teachers regarding ESSA implementation.
In response to efforts in many California school
districts to reduce suspensions and expulsions, EdSource is convening an Educators
Network for Effective School Discipline to help school and
district officials as well as
teachers share best practices and collaborate on successful strategies.
The national charter
network Uncommon Schools held a day - long professional development session for 200
district school
teachers in Brooklyn on Tuesday, the second of four yearly training sessions in New York City.
K12 is a company of educators with the nation's largest
network of K - 12 online school
teachers, providing instruction, academic services, and learning solutions to public schools and
districts, traditional classrooms, blended school programs, and directly to families.
Using a variety of technology tools such as Edmodo, Google Hangouts, Twitter, and more, many
teachers are reaching out beyond their schools,
districts, and even countries, to develop virtual
networks that provide both professional challenge and support.
Network Eight: Students in Small and Rural School
Districts, which provides that activities that may support learning opportunities and improvements across the state may include projects such as professional community to mentor and support
teachers and mitigate professional isolation
In the new era where
teachers have little time for face - to - face interaction with colleagues and
district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning
networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.
In the
Teacher Practice Networks initiative, facilitated by the Center for the Future of Teaching & Learning, districts and outside organizations partner to leverage their combined expertise to develop teacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional le
Teacher Practice
Networks initiative, facilitated by the Center for the Future of Teaching & Learning,
districts and outside organizations partner to leverage their combined expertise to develop
teacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional le
teacher leadership skills; deepen content pedagogical knowledge; and support meaningful,
teacher - to - teacher professional le
teacher - to -
teacher professional le
teacher professional learning.
He wants to create community - based afterschool programs, build a
network of parents from charter and
district schools, integrate Spanish, Portuguese and Creole languages into all school activities, and provide incentives for
teachers to work in Newark.
While
teachers provide feedback on
district - selected PD providers, the feedback is not public or consistently captured for school and
network - based PD.
The first synchronized meeting scheduled in Module 3 allowed the VS
teacher to meet the participants virtually either using Skype or the Iowa Communication
Network (ICN), a two - way interactive audio - video system with studio classrooms at schools in all Iowa school
districts.