Sentences with phrase «experienced teachers serving»

The teachers» recommendations are informed by surveys from nearly 300 Connecticut educators and several educator focus groups to understand the most essential strategies for improving school finance from experienced teachers serving in our state's classrooms.

Not exact matches

Many philosophers are themselves classroom teachers whose personal experiences may serve to concretize their more theoretical speculations about teaching and learning.

They regard teachers as partners in inquiry with their students, the main difference being the greater experience of the former, because of which they can serve as «resource persons» in the learning process.

In addition to serving as a technique, keeping in touch with where students are in their own experience also provides an opportunity for the teacher to learn something for himself or herself.

Sunbridge's proximity to Green Meadow allows our students to experience the life and environment of Waldorf Education, including serving as assistants and student teachers in the classrooms there.

With my passion for sharing my knowledge and experience, I'm honored to serve as your teacher and mentor.»

Sometimes a yoga teachers just needs to be adjusted during their practice by experienced hands and we can serve you in that way as well.

As was my experience as a school teacher and yoga teacher in schools, deeper knowledge and tools to ensure my compassionate support of the social and emotional needs of the yoga students I served became a necessity for my teaching practice.

To those seeking a personal transformation in life, seeking liberation from their suffering, beginners in the field of Yoga to experienced teachers, healers and massage therapists the retreat serves the needs of many through intense practices of meditation yoga and healing.

Across all four districts, which together serve more than 465,000 students, the researchers found new elementary teachers were assigned students who had performed.1 to.3 of a standard deviation below their peers who were assigned to teachers with four years of experience or more — meaning that these students were about three to nine months of schooling behind their classmates.

It is a valuable experience that serves teachers in any position.

Both peer evaluators (experienced classroom teachers who serve as full - time evaluators for three years) and administrators must complete an intensive training course and accurately score videotaped teaching examples according to a specific rubric.

Typically, urban and rural schools serving poor and minority students have the highest turnover rates, and as a result they have the highest percentages of first - year teachers, the highest percentages of teachers with fewer than five years of teaching experience, the lowest paid teachers, and the lowest percentages of accomplished teachers.

Boles and Professor Susan Moore Johnson realized schools were in dire need of guidance and instruction on such positions and served on an HGSE committee that explored ways to support experienced teachers through degree programs and professional development.

Few parents or business leaders know that disadvantaged children often fall further behind the longer they are in school or that schools serving the disadvantaged often have the least experienced teachers and suffer the highest rates of teacher turnover.

PEIMS also contains detailed annual information on teacher and administrator experience, salary, education, class size, grade, population served, and subject.

In an excerpt from his new book, Letters to a Young Education Reformer, Frederick M. Hess describes how his own experiences as a student and a teacher, often in a challenging policy environment, inspired his commitment to opening up outdated education systems so that educators, entrepreneurs, parents, and communities can reinvent schooling to better serve every child.

As a teacher educator, who works with student teachers, I believe that serving in a practicum setting where student teachers gain first - hand experience is a powerful way to help prepare them for the realities of teaching.

And this has an impact on schools serving highly disadvantaged populations, because the more - experienced teachers who leave these schools are generally replaced with new teachers.

I do not think the game will serve to learn when you are outside the classroom, I think it has to be induced by the community of teachers to be experienced in the classroom, and to be used every week to learn through play and to progress and strengthen traditional content that the student is studying, but through play.

Here's an example of how NCTQ mis - reads the research: Standard 13 is «Equity» and judges teacher prep programs based on whether «The program ensures that teacher candidates experience schools that are successful in serving students who have been traditionally underserved.»

SJA's team of tour managers, with the support of trustees (all of whom are either retired or serving head teachers with years of experience in leading educational visits) are equipped to take responsibility for some of the hard work, including arranging all transport and accommodation, undertaking vetting and risk assessment of transport suppliers and hotels, and the booking of venues and activities.

As classroom teachers struggle daily to design learning experiences that serve students» unique abilities, backgrounds, learning styles, and interests, a very practical approach promises to assist them in their quest — differentiated instruction.

Cold Mush: Serving Stories from the Iditarod Trail Jeffrey M. Peterson of Minnesota, this year's Teacher on the Trail, is eager to experience the Iditarod and to share his observations and lessons with students around the world.

Our treatment was a portion of gameplay that served as the basis of the ARG experience the teachers would have at the conference.

Her turn from university teacher preparation to the daily life of a high school affords her opportunities to live her commitments to quality teaching and to fostering a vibrant, affirming school community focused on delivering powerful learning experiences that guide students to find their purpose and to serve their community.

KIPP teachers are a diverse group, including experienced teachers who have worked in schools serving educationally underserved students, new teachers who are just beginning their careers, and career changers who are entering the classroom after succeeding in another profession.

Does the school employ a variety of collegial and sustained professional development activities (e.g., mentoring relationships between new teachers and experienced teachers, high - quality teacher induction programs, professional development drawing on school - level expertise, professional learning communities, collaboration among teachers, and relationships between teacher teams and social service support providers that serve students and families)?

Since principal leadership is so important, systems should require school leaders to have teaching experience with students similar to those who attend the school, as well as having served as a teachers union official.

Dr. Hite's professional experience includes serving at every level — teacher, principal, central office administrator, and superintendent.

Many described a common experience in the corps: In addition to the challenges of being a first - year teacher and the rewards of giving back, they felt the burden of serving as interpreters of minority cultures for their white, often affluent peers.

While no survey data were collected about social promotion per se before 1999, the biannual survey begun in 1994 served to monitor changes in teachers» reports of their teaching behavior and students» reports of their classroom experiences before and after the program was rolled out.

The state also makes an adjustment for districts with small schools, different grade levels served, and teacher experience.

KIPP teachers are a diverse group, including experienced teachers who have worked in schools serving underserved students, new teachers who are just beginning their careers and career changers who are entering the classroom after succeeding in another profession.

What to watch: The PDE will use Title II, Part A funds to continue supporting current initiatives, such as two promising grant programs: One promotes partnerships between LEAs and EPPs to improve their teachers» ability to serve low - income and minority students and a second dedicates funding for high - quality clinical experiences, particularly for educators teaching in high - need areas.

Dr. Dillon has worked to grow leadership capacity in this area as well as with teacher groups, large and small, from K - 12 to support their journey to bring a blended, personalized learning experience to all students that they serve.

Studies also found that the opportunity to practice leadership skills, either as a simulated real - life experience or by actually serving in a teacher leader role, was linked to improved leadership abilities.

Last, the camp served as a field experience for the graduate course so that teachers in the course could gain experience with implementing technology and immediately apply their learning and work with students.

Therefore, after selecting teachers with the appropriate background content and pedagogical content knowledge and skills (addressing weaknesses as necessary), experienced practitioners noted that a preparation program for teacher leaders should develop and strengthen their abilities to serve as leaders.

The most experienced teachers, and thus the highest paid, are much more likely to work in low - poverty schools and serve a lower percentage of students of color.

Having over 35 years of experience in education, she has been a teacher, an assistant principal, a principal, and served as the Associate Superintendent for Schools for the Archdiocese of Milwaukee.

Thirty - four percent of schools serving a high proportion of minority students experience teacher shortages in one or more subject areas compared to only 18 percent of low minority schools.

The effort provides districts with resources and support to ensure that local technology and digital learning plans align with instructional best practices, are implemented by highly trained teachers, and lead to personalized learning experiences for all students, particularly those from traditionally under - served communities.

Judy O'Neal serves as our Director of Advanced Academics and comes to us with over 30 years of experience in education as a classroom teacher, campus administrator, district Gifted and Talented education facilitator, and most recently as an advanced academics specialist at the regional level.

Average district per - pupil spending does not always capture staffing and funding inequities.14 Many districts do not consider actual teacher salaries when budgeting for and reporting each school's expenditures, and the highest - poverty schools are often staffed by less - experienced teachers who typically earn lower salaries.15 Because educator salaries are, by far, schools» largest budget item, schools serving the poorest children end up spending much less on what matters most for their students» learning.

In our experience serving thousands of teachers, we have identified the underlying behavior metrics that help address a variety issues and initiatives through our software management system.

His experience in the charter arena began 20 years ago when Mr. Montero served as a key member of the teacher leadership team during Montague's conversion to charter status in 1995 and served on the governance board for over 10 years.

Schools serving students from lower socioeconomic and diverse linguistic backgrounds experience retention problems among teachers and administrators, and often transiency within the student population as well.

Prior to this experience, Susan served as an Assistant Principal and English and reading teacher.

The states party to this agreement, desiring by common action to improve their respective school systems by utilizing the teacher or other professional educational person wherever educated, declare that it is the policy of each of them, on the basis of cooperation with one another, to take advantage of the preparation and experience of such persons wherever gained, thereby serving the best interests of society, of education, and of the teaching profession.