Sentences with phrase «examples for teacher educators»

In addition, his pedagogy provides classroom examples for teacher educators and both preservice and in - service teachers.

Not exact matches

But rather than incentivize teaching innovation that would allow science educators to discuss religion and ethics --- for example, creationism in light of evolution and vice versa, or the scientific and ethical implications of stem cells and in vitro fertilization — many teachers are afraid to even mention these issues, despite their importance, for fear of losing their jobs.

At the University of Nebraska at Lincoln, for example, mathematics educator Jim Lewis has developed The Mathematics Semester — a concentration of pedagogy and mathematics courses for undergraduates preparing to be elementary school teachers — as well as Math in the Middle, a graduate program for middle - school math teachers.

There are countless examples, but two stand out: the Edcamp movement of educator unconferences; and the ScratchED online community for teachers who use Scratch in their classrooms.

For example, the idea that the success of LEAs will be determined based on: «the number and percentage of participating students by subgroup who have daily access to effective and highly effective teachers» is problematic in the way that it potentially limits the innovative staffing models possible to serve students if educator is defined as one being co-located with the student.

A fellowship program launched in 2008 by Leading Educators, which began in New Orleans and is now operating in Kansas City and will soon expand into Detroit and the District of Columbia, for example, provides a select group of teachers with training in education issues, management, leadership, and problem solving.

Castor: The National Board anticipates offering, by early next year, examples of accomplished entries as professional development tools for teachers and teacher educators.

Traditional professional development for educators isn't exactly winning rave reviews; in 2006, for example, the MetLife Survey of the American Teacher found that only half of teachers thought that «providing more opportunities for professional development would help a lot in keeping good people in teaching.»

For educators who gain access to the system, teachers also receive training, example curriculum and assessment options to work with, making it easier to implement.

For example, when asked about lowering student grades for disciplinary reasons, approximately half of public school teachers and administrators responded that this action was prohibited; among the educators who did think such disciplinary actions were permissible, 32 percent reported that students subject to such disciplinary sanctions were entitled to formal due process protectioFor example, when asked about lowering student grades for disciplinary reasons, approximately half of public school teachers and administrators responded that this action was prohibited; among the educators who did think such disciplinary actions were permissible, 32 percent reported that students subject to such disciplinary sanctions were entitled to formal due process protectiofor disciplinary reasons, approximately half of public school teachers and administrators responded that this action was prohibited; among the educators who did think such disciplinary actions were permissible, 32 percent reported that students subject to such disciplinary sanctions were entitled to formal due process protections.

For example, Pushkin's «Inspired Educators» program seeks to help teachers find their own «inner child» again.

Just another example of how teachers are not truly valued as educators for the nations future.

For example, scholarship programs enabled disadvantaged kids to attend extant, financially struggling schools; new educator - preparation programs sent fresh teachers into the unchanging, aging system.

And for every student a teacher refers for discipline, Brengard encourages his educators to find two examples of positive behavior that merit rewards.

Identifying practical examples of how preservice teachers use TPACK in technology - enhanced special education environments can provide teacher educators with a basis for designing experiences that can promote effective technology integration in similar learning contexts.

For example, educators debate whether whole class, small group, or independent work is most beneficial for student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goaFor example, educators debate whether whole class, small group, or independent work is most beneficial for student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goafor student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goafor themselves the set of organizational strategies they will use to accomplish their goals.

For example, the IDOE provides a web - based recruitment portal to provide streamlined sharing of teacher candidate information for more thoughtful hiring practices, as well as encourages high standards for preparation and licensure in addition to «transition to teaching» programs such as the Woodrow Wilson Teaching Fellowships, Teach For America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reportiFor example, the IDOE provides a web - based recruitment portal to provide streamlined sharing of teacher candidate information for more thoughtful hiring practices, as well as encourages high standards for preparation and licensure in addition to «transition to teaching» programs such as the Woodrow Wilson Teaching Fellowships, Teach For America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reportifor more thoughtful hiring practices, as well as encourages high standards for preparation and licensure in addition to «transition to teaching» programs such as the Woodrow Wilson Teaching Fellowships, Teach For America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reportifor preparation and licensure in addition to «transition to teaching» programs such as the Woodrow Wilson Teaching Fellowships, Teach For America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reportiFor America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reporting.

When New Jersey expanded its preschool program, for example, it created multiple pathways to licensure, including more teacher preparation programs, a post-baccalaureate degree for teachers with bachelor's degrees in other fields, and scholarships for current early educators to gain greater knowledge and skill.

For example, Bismark Public School District's salary schedule has a minimum salary of $ 37,000 for teachers with only a bachelor's degree and no classroom teaching experience, while an educator with a doctoral degree and at least 23 years of experience is guaranteed a minimum salary of $ 68,7For example, Bismark Public School District's salary schedule has a minimum salary of $ 37,000 for teachers with only a bachelor's degree and no classroom teaching experience, while an educator with a doctoral degree and at least 23 years of experience is guaranteed a minimum salary of $ 68,7for teachers with only a bachelor's degree and no classroom teaching experience, while an educator with a doctoral degree and at least 23 years of experience is guaranteed a minimum salary of $ 68,799.

During National Teacher Appreciation Week, we encourage stakeholders across the country to celebrate educators who change lives, ignite passions, and set positive examples everyday for their students.

CO ASCD's efforts to support teacher voice in education decision making include hosting online conversations with policymakers (see Education Issues in Focus at www.coascd.org), conducting policy summits, inviting policymakers and educators to write policy - related blogs or articles for our newsletter, connecting with other organizations in the state that promote education advocacy (for example, Commissioner Anthes» Teacher Cabinet http://www.cde.state.co.us/cdecomm/teachercabinet), providing information about policy priorities in Colorado (for example, State Board of Education priorities (http://www.cde.state.co.us/cdeboard/sbe2017legpriorities), and participating in ASCD education advocacy actiteacher voice in education decision making include hosting online conversations with policymakers (see Education Issues in Focus at www.coascd.org), conducting policy summits, inviting policymakers and educators to write policy - related blogs or articles for our newsletter, connecting with other organizations in the state that promote education advocacy (for example, Commissioner Anthes» Teacher Cabinet http://www.cde.state.co.us/cdecomm/teachercabinet), providing information about policy priorities in Colorado (for example, State Board of Education priorities (http://www.cde.state.co.us/cdeboard/sbe2017legpriorities), and participating in ASCD education advocacy actiTeacher Cabinet http://www.cde.state.co.us/cdecomm/teachercabinet), providing information about policy priorities in Colorado (for example, State Board of Education priorities (http://www.cde.state.co.us/cdeboard/sbe2017legpriorities), and participating in ASCD education advocacy activities.

For example, educators debate whether whole - class, small group, or independent work is most beneficial for student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goaFor example, educators debate whether whole - class, small group, or independent work is most beneficial for student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goafor student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goafor themselves the set of organizational strategies they will use to accomplish their goals.

For example, research reveals that educators who work at schools with fewer than 150 students are significantly less likely than teachers in larger schools to participate in mentoring and coaching, to collaborate regularly with other teachers, and to take college courses.

For example, within the discipline of history The Stanford History Group and the Roy Rosenzweig Center for History and New Media have emerged as powerful online networks for teacher educators and teachers to support the teaching and learning of histoFor example, within the discipline of history The Stanford History Group and the Roy Rosenzweig Center for History and New Media have emerged as powerful online networks for teacher educators and teachers to support the teaching and learning of histofor History and New Media have emerged as powerful online networks for teacher educators and teachers to support the teaching and learning of histofor teacher educators and teachers to support the teaching and learning of history.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performancefor professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performanceFor example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

So, for example, the sorts of reforms Lisa and I might favor are likely to be opposed by the very teacher educators currently overemphasizing (in our view) social justice at the expense of pedagogy.

Educators could see, for example, how Finland has put in place a powerful program to prepare educators; how Singapore has created a career ladder to enable teachers to develop their skills continually; how Estonia has committed to equitable access to high - quality eEducators could see, for example, how Finland has put in place a powerful program to prepare educators; how Singapore has created a career ladder to enable teachers to develop their skills continually; how Estonia has committed to equitable access to high - quality eeducators; how Singapore has created a career ladder to enable teachers to develop their skills continually; how Estonia has committed to equitable access to high - quality education.

For example, in order to support our students and practicing teachers, we were able to tap into Alec's considerable personal learning network to create a collaborative document of writing prompts for pre - and in - service educatoFor example, in order to support our students and practicing teachers, we were able to tap into Alec's considerable personal learning network to create a collaborative document of writing prompts for pre - and in - service educatofor pre - and in - service educators.

55 Some districts are prioritizing this kind of teacher training: The Baltimore City Public School System, for example, is now incorporating growth mindset training into its new teacher induction programs.56 However, most states and districts lack a systematic approach to teaching educators about the various forms of learning mindsets and the greater science of learning.

Examples include studies of principal feedback to teachers and district professional development for educators, both developed for the New York City Department of Education.

Just 1 example: - All levels of educators indicate data use as being important (Marsh et al., 2005), yet - training programs for teachers have generally not addressed data skills & data - informed decision - making... more»

For example, teachers implemented a cookbook lab experiment about the greenhouse effect following the procedure given by the university educators.

For example, this past year with support from both the Gates Foundation and the Sutton Trust (UK), 75 educators from nine countries worked together in a virtual community (part of the Center for Teaching Quality Collaboratory) to identify practical tools to help teachers improve the core business of their practiFor example, this past year with support from both the Gates Foundation and the Sutton Trust (UK), 75 educators from nine countries worked together in a virtual community (part of the Center for Teaching Quality Collaboratory) to identify practical tools to help teachers improve the core business of their practifor Teaching Quality Collaboratory) to identify practical tools to help teachers improve the core business of their practice.

For example, educators can join teacher inquiry groups to critically examine their own teaching practices and how that affects student learning (Nelson, Deuel, Slavit, and Kennedy, 2010).

Opportunities for discussions of such limitations will continue to arise as more teachers contribute to the archive, adding examples of writing instruction that English teacher educators may find more or less admirable.

For example, Jim Burke's English Companion Ning is a place where teachers and teacher educators can come together to share ideas and help each other (Nobles, Dredger, & Gerheart, 2012).

Teacher educators may reach more of their preservice and / or in - service teachers if they provide different examples for various philosophies of learning.

Example: In a «Teaching Writing» methods class, for example, the teacher educator, aware of the literature on peer response and student writing, asks students in class to post their drafts on the computer sExample: In a «Teaching Writing» methods class, for example, the teacher educator, aware of the literature on peer response and student writing, asks students in class to post their drafts on the computer sexample, the teacher educator, aware of the literature on peer response and student writing, asks students in class to post their drafts on the computer screens.

For example, social studies and science teacher educators might propose inquiry paths for their teacher candidates related to the template writing tasks furnished by the Gates» Foundation's Literacy Design Collaborative (201For example, social studies and science teacher educators might propose inquiry paths for their teacher candidates related to the template writing tasks furnished by the Gates» Foundation's Literacy Design Collaborative (201for their teacher candidates related to the template writing tasks furnished by the Gates» Foundation's Literacy Design Collaborative (2014).

Her clear guidelines and engaging examples bring early childhood teacher research to life for new and continuing educators working with children from birth though age eight.

For example, familiarizing teachers (educators, principals) with the value of these kinds of materials in terms of efficiency for education institutions and for all teachers in providing access to quality learning materials from other teachers nationwiFor example, familiarizing teachers (educators, principals) with the value of these kinds of materials in terms of efficiency for education institutions and for all teachers in providing access to quality learning materials from other teachers nationwifor education institutions and for all teachers in providing access to quality learning materials from other teachers nationwifor all teachers in providing access to quality learning materials from other teachers nationwide.

These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues improve their skills; and demonstration teacher, who models excellent teaching for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12

Little mention is made of our reality here, however, given the real and deleterious effects we witness, for example, as current teacher educators when we work with potential / future teachers who almost daily express serious concerns about joining a profession now with very little autonomy, not much respect, and a stark increase in draconian accountability measures that will be used to hold them accountable for that which they do, or do not do well.

Unfortunately, according to the US Department of Education's report, Providing Effective Teachers for All Students: Examples from Five Districts, traditional methods of identifying and promoting educators» effectiveness - such as credentials from education and experience - aren't reliable indicators of a teachers» ability to impact student achiTeachers for All Students: Examples from Five Districts, traditional methods of identifying and promoting educators» effectiveness - such as credentials from education and experience - aren't reliable indicators of a teachers» ability to impact student achiteachers» ability to impact student achievement.

For example, Sarah Judd, a lawyer with the Vermont Forum on Sprawl who developed the Healthy Kids, Healthy Neighborhoods Program, benefits by understanding what's important in the education world — it's good for the community to understand what schools are dealing with, what the responsibilities of an educator are, and how teachers are expected to «raise 25 kids» to be responsible adults — often because their parents aren't able to fill that role, working too hard to make a living.&raqFor example, Sarah Judd, a lawyer with the Vermont Forum on Sprawl who developed the Healthy Kids, Healthy Neighborhoods Program, benefits by understanding what's important in the education world — it's good for the community to understand what schools are dealing with, what the responsibilities of an educator are, and how teachers are expected to «raise 25 kids» to be responsible adults — often because their parents aren't able to fill that role, working too hard to make a living.&raqfor the community to understand what schools are dealing with, what the responsibilities of an educator are, and how teachers are expected to «raise 25 kids» to be responsible adults — often because their parents aren't able to fill that role, working too hard to make a living.»

This might mean, for example, that teachers (and teacher educators) should be encouraged to experiment with different identities and social practices in a range of digital environments and sites of popular culture (Myers, 2006).

Take, for example, the following declaration: «a large and growing body of state and local implementation studies, academic research, teacher surveys, and interviews with dozens of policymakers, experts, and educators all reveal a much more promising picture: The reforms have strengthened many school districts» focus on instructional quality, created a foundation for making teaching a more attractive profession, and improved the prospects for student achievement» (p. 1).

Rather, I stated (accurately) that «The Gates Foundation, for example, makes it clear that the foundation supports the use of student test data for educator evaluation even as it declares the need for a two - year moratorium, the purpose of which is to allow teachers the time to adjust to the new Common Core Standards and related tests.»

The Gates Foundation, for example, makes it clear that the foundation supports the use of student test data for educator evaluation even as it declares the need for a two - year moratorium, the purpose of which is to allow teachers the time to adjust to the new Common Core Standards and related tests:

As teacher educators and researchers, we have had many opportunities to look closely at schools and districts that are implementing meaningful supports for ELL instruction, and we've found that effective teacher leadership in this area tends to involve two strategies in particular, which we illustrate with a pair of examples below.