Sentences with phrase «done with the teachers»

Also, the improved pedagogy of how to use the equipment that has been done with teachers and the opportunities for pupils to use in free time will have a long term impact on their skill level and health.

would waste his members» dues to get involved with a march that has nothing to do with teachers or his union.

does anyone out there really think the clintons had NOTHING to do with the teachers union lawsuit in NV?

What I try and do with teachers is get them to think through the pitfalls of these approaches and try and think more critically for themselves about what would work.

But the single most common significant factor that I experience has to do with teachers» own beliefs about their role and their identity as teachers.

It has to do with teachers, their unions, and U.S. politics — all of which would benefit from some profound movement.

One highlight that had nothing to do with teachers was that a lot of the gap we see in end of 8th - grade test scores and high school course taking between advantaged and disadvantaged students can be explained by a student's 3rd - grade test.

JE: And, is there some sort of preparation that you do with the teachers?

Significantly, all of this work was done with teachers, not to them.

As well as, frequently, school principals, school leaders in small communities have a range of extra responsibilities — which usually aren't found in larger centres and certainly not in metropolitan areas — to do with teacher housing, bus services, accessing specialist services to support students, and just coming to grips with the whole issue of distance.

The problem is that these readily measured attributes of teachers have virtually nothing to do with teacher effectiveness.

Researcher Marguerite Roza and others have produced considerable evidence that teachers in schools serving the most - disadvantaged students have lower average salaries... [and] there is also evidence that these schools tend to have more teachers with emergency credentials and without regular certification... The problem is that these readily measured attributes of teachers have virtually nothing to do with teacher effectiveness.»

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Very few of those differences had anything to do with teachers» paper credentials, yet that's the only thing that state and local policies focused on.

Some of the most rewarding collaborative assessment work that I have done with teachers is to sit down and analyse students» work.

So what is a principal to do with a teacher who has great potential but needs help with classroom management?

I can't do that with my teachers.

EN: What will the principal do with the teacher who is not doing a good job?

It's to do with the teacher's professional discretion and crucially to do with their relationship with the students — in that if you have an active and productive relationship with the student then that's going to affect the way in which you intervene and the timing in which you intervene.

We are grateful to Page for the work she has done with our teachers and for the achievement gains we have seen as a result!

Not only does this reinforce the mindset of learning from one another (which is often a goal in the work that teacher leaders do with teachers), but it highlights the common purpose and practices that a group of teacher leaders are engaged in.

The teacher recruitment and retention crisis driven by excessive workload is resulting in head teachers struggling to fill posts and having to make do with teachers taking subjects that are not their speciality.

Teacher leaders learned a lesson study model, used it in their preparatory program, and then brought this lesson study model into the work they do with teachers at their school.

With a charitable planned gift to Facing History, you will leave a legacy of support for the vital work we do with teachers and students around the world.

Carol also invited me to participate in some work she was doing with teacher - librarians in the Hamilton - Wentworth Catholic District School Board.

Using a formal rubric to evaluate principals, as will be done with teachers, so that principals understand the goals and expectations they are trying to meet.

Ms. Garcia reported that she had not become adversarial, as she sometimes did with teachers, and therefore felt the meeting was successful.

Teachers often occupy the lowest stratum of complex organizational systems and the absence of or variation in teaching quality is often the result of issues that have little to do with teachers themselves.

The curriculum - test misalignment places upper - track teachers at a disadvantage because of the misalignment between the test and course content, but this might be offset by the advantage of having students who are likely to make achievement gains for reasons having nothing to do with the teacher.

The characteristics of effective teacher - relationships have nothing to do with the teacher's personality or even whether the students view the teacher as a friend, they assert.

These are important conversations we need to start having now so that — as we did with teacher evaluations — we can build a strong, student — focused accountability system for districts that is informed by input from many stakeholders.

Furthermore, have they addressed the fact that inappropriate classroom behavior, including willful defiance, in later grades being improperly addressed by administration (even public education more generally) has more to do with teacher job dissatisfaction than salary, number of preparations, or anything else many teachers face?

As a result of the extensive work that Dylan Wiliam has done with teachers and administrators over the past decade on classroom formative assessment, he suggests that five key components are essential for effective professional development:

Guided practice is intended to be done with the teachers around and available for assistance.

For the last decade or so, we have challenged statements like, «the kids are bad, it's a poor neighborhood, it's after lunch, they don't like math» — all explanations for poor student results that don't have anything to do with teacher practice.

Then it turns around and spends much of those dues on politicking; CTA alone spent over $ 211 million on politicking from 2000 - 2009 — frequently on issues that have nothing to do with teachers or kids — and supporting causes that are contrary to the positions of many of its members.

Then it turns around and spends much of those dues on politicking — over $ 211 million on politicking from 2000 - 2009 — frequently on issues that have nothing to do with teachers or kids — and supporting causes that are contrary to the positions of many of its members.

TeacherMatch probably isn't any worse than the methods the district uses now to rate and reward teachers it's already hired — seniority and advanced - degree attainment, which have little to do with teacher quality.

That has nothing to do with teacher quality.

In those cases where the self - governed schools are beating the odds with challenging student populations, the answer might have more to do with the teacher - leaders» ability to select an appropriate approach, such as language immersion, or to fine - tune their tactics in the classroom.

This work was done with teachers in common planning sessions during the school day or PD sessions after school, and with leaders during individual meetings.

I would suggest that the education gap has less to do with the teachers» abilities in teaching than it has to do with the social structure around education.

But that's not what states have done with teacher preparation.

So much here (and, really, implementing any kind of changes in the classroom), has to do with teacher support, especially as there are more demands on teachers than ever (and on smaller budgets).

This has nothing to do with their teachers.

Hobby added that school budgets were now at breaking point, because of the rising costs to do with teachers» pensions and national insurance contributions, which were «diverting money from the classroom».

That's where some of the communication breakdown started to happen with the kids, just like it does with teachers.

«That parallels what they do with their teacher evaluation issue.»

The one thing we do know is that if Bridgeport's standardized tests scores go down or student grades suffer, it has nothing to do with the teachers, the fault will lie directly with the outside administrators who have come in and screwed things up even more.

Effective teacher - student relationships have nothing to do with the teacher's personality or even with whether the students view the teacher as a friend.