Sentences with phrase «diverse as public school teachers»

(AP Photo / Jim Mone) It is difficult to generalize about the opinions of any group as large and diverse as public school teachers, of which there are about 3.2 million.

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As a former teacher in a diverse public high school, a community activist, and independent scholar on GLBT youth in schools and communities, I joined the Massachusetts Commission on Gay, Lesbian, Bisexual, and Transgender (GLBT) Youth in 2006, when it was newly established, and was elected chair in 2009.

Spurred by a team of three biology, math, and humanities teachers at High Tech High, a public charter school in San Diego, these diverse students — of widely mixed academic levels and socioeconomic backgrounds — created the book as the central project of their junior year.

In short, racially diverse, vibrant public school options in which teachers think of student diversity as an asset to explore and build upon in the classroom would keep more affluent parents and their resources in public schools.

A replacement for the much criticized No Child Left Behind Act of 2001, the reauthorization gained support from groups as diverse as The National Alliance for Public Charter Schools, the National Education Association, the National Parent Teacher Association, The National School Boards Association, the National Governors Association and Fairtest, an organization that addresses issues related to fairness and accuracy in testing.

Pérsida Himmele has served as an elementary and middle school teacher, a district administrator, an English language learner program consultant, and a public speaker on issues related to student engagement and teaching in diverse classrooms.

These findings articulate a strong need for more teachers of color, especially as the public school population grows more diverse.

As the nation's classrooms become increasingly diverse, with non-white children now making up the majority of public school students, schools have made inroads in recruiting more teachers of color.

According to charter and school integration authors Richard D. Kahlenberg and Halley Potter (2014), Shanker and the early backers of the Minnesota law believed that these schools should be guided by three tenets: experimentation, or the ability to use innovative approaches to teaching and learning that could inform and influence reforms in traditional public schools; teacher voice in the design and operation of the school — something Shanker saw as a direct result of collective bargaining; and integration, in the sense that schools should be ethnically, racially, and socioeconomically diverse.

Committed to the students and communities of Chicago Public Schools since 1995, she has risen through the ranks as a special education / diverse learner teacher, assistant principal, and principal.

States and school districts should capitalize on programs such as Boston Public Schools» High School to Teacher Program and Educators Rising, which work to connect ambitious, diverse cohorts of high school students with teacher preparation programs and opportunities to work in classschool districts should capitalize on programs such as Boston Public Schools» High School to Teacher Program and Educators Rising, which work to connect ambitious, diverse cohorts of high school students with teacher preparation programs and opportunities to work in classSchool to Teacher Program and Educators Rising, which work to connect ambitious, diverse cohorts of high school students with teacher preparation programs and opportunities to work in clasTeacher Program and Educators Rising, which work to connect ambitious, diverse cohorts of high school students with teacher preparation programs and opportunities to work in classschool students with teacher preparation programs and opportunities to work in clasteacher preparation programs and opportunities to work in classrooms.

My time as a teacher in the public school system, educational consultant, and mother of three children who attend a Denver area charter school has taught me that charter schools and the autonomy, choice, and diverse models of education they represent play an important role in making sure that each student and family has access to a high - quality school that is most suitable for them.

Prior to her position as a Counselor Educator, Dr. Van Horn worked as a professional school counselor for over ten years in Orange County Public Schools working with diverse students, teachers, and families in Central Florida.