Sentences with phrase «fewer opportunities for teachers»

In addition, the increase in testing time will mean significantly fewer opportunities for teachers and administrators to meet with staff and parents.

Not exact matches

Mr. Speaker, I am proud to report to this august House that after a few months of intense preparation, the Akufo - Addo Government has: • rolled out the destiny - changing free Senior High School policy across all public schools to ensure equal opportunities for every Ghanaian child • rolled - out the National Digital Property Addressing System to provide a unique address for all properties in Ghana • Launched the National Identification Scheme; and • Restored the teachers and nurses training allowances.

Bale's Russell Baze toils all day at the local mill and spends his free time tending to his ailing father; his girlfriend, a nursery school teacher played by a believably de-glammed Zoe Saldana, provides him with the few opportunities for joy in his life.

Many of the thoughts that pass through students» minds would be of great value for their teachers to know, but opportunities to hear them can feel few and far between.

Parent - teacher conferences are one of the few opportunities for families to converse with teachers about their children's progress and needs.

This is a win - win situation for many teachers and other students in the classroom since it promotes more learning opportunities with fewer distractions.

«When Skype first came to us with this partnership we actually looked at our site and found that there were already quite a few Skype opportunities that teachers were looking for,» Martin said.

«Students who live in poverty have few opportunities for schooling because their parents can not afford the school fees or buy uniforms or books,» Mrs. Bush said in a gathering at the Accra Teacher Training Institute in Accra, Ghana, on Jan. 17.

A few months after a national panel of experts and a survey of history teachers both lamented a lack of opportunities for students to develop and hone their writing skills, the latest results of the National Assessment of Educational Progress, released here last month, seem to offer more evidence of the need to improve writing instruction in schools.

Teacher Training: Time to Review, Renew, Redo The last few weeks of school present the perfect opportunity for staff developers to step back, look at what they've done, and plan what they're going to do.

Teachers who use innovative teaching methods are becoming more common but were few and far between, and opportunities for students to develop problem - solving and collaboration skills remain quite low across the seven countries studied.

The Genesis Project explains «As there are few official training [opportunities] for teachers to conduct Mine Risk Education (MRE), children are left without the appropriate information and proper warning messages.»

More teachers for fewer pupils can mean smaller class sizes, with the opportunity for more individualized attention, especially for struggling students.

In fact, for all the talk about the «democratic values» implicit in local control, the decibel level of the past few years has been caused less by a legitimate debate about the merits of the work than an internecine fight over which faction would control the local teachers union, a mayor's race pitting «old» vs. «new» Newark (read: Sharpe revanchists vs. Cory defenders), and the aspirations of what Curvin calls the «resource distributors» — those who view the power and wealth allocation opportunities of the school system as an end in itself.

Textbooks are now relics, teacher assistants are a rarity, supplies are donated or bought by low - paid teachers, and few opportunities for professional development exist.

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

Issues in rural schools can include fewer resources for students and teachers; lack of access to professional development and student training opportunities; community isolation; students having the same teachers for multiple subjects and grade levels; and fewer extracurricular activities.

... Organizations such as the National Network of State Teachers of the Year, NEA, AFT, Hope Street Fellows, The US Department of Education Teaching Ambassador Fellowship, Educators for Excellence, Teach Plus, and The Center for Teaching Quality, just to name a few, offer an opportunity for teachers to share their diverse views in an effort to create a policy landscape that is more relevant to the complexities of teaching and lTeachers of the Year, NEA, AFT, Hope Street Fellows, The US Department of Education Teaching Ambassador Fellowship, Educators for Excellence, Teach Plus, and The Center for Teaching Quality, just to name a few, offer an opportunity for teachers to share their diverse views in an effort to create a policy landscape that is more relevant to the complexities of teaching and lteachers to share their diverse views in an effort to create a policy landscape that is more relevant to the complexities of teaching and learning.

«Too often, teachers in schools serving students from high - need environments lack access to excellent peers and mentors and have fewer opportunities for collaboration and feedback.»

Teachers reporting low levels of job satisfaction were more likely to be working in schools with shrinking budgets, few professional development opportunities, and little time allotted for teacher collaboration.

Videographer Beverley Tyndall and I couldn't wait to share at least a few bits of these inspiring interviews, and we'll soon be posting more videos from Opportunity Culture team teachers and principals — for whom we're also quite thankful!

«Labour will expand opportunity for every child, not just a privileged few, by delivering a qualified teacher in every classroom and making sure that children have access to a broad and balanced curriculum, equipping them for a successful future.»

«But I also came to appreciate what many students had told me about virtual learning: Compared with regular school, there's less interaction with teachers, fewer opportunities for creative expression, and little chance to bounce around ideas with classmates.

For these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyoFor these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyofor teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyofor students to be successful in high school and beyond.

This outcry came with concerns that increased career opportunities for women meant fewer teachers with stellar academic qualifications.

But actually there are fewer opportunities for Finnish teachers to engage in professional networks.

In schools with high student mobility, teachers spend more time repeating lessons for newcomers and have fewer opportunities to adapt instruction to students» individual strengths and weaknesses.

As a result of the disconnect, teachers often are isolated in their classrooms, face overwhelming noninstructional duties, have extremely limited opportunities for meaningful decision making, lack basic instructional materials, and perceive few opportunities for advancement and growth.

Getting this myth «believed» meant new opportunities to turn tax dollars into profits — profits from, for example, paying a few teachers more and many teachers less; profits from designing standardized tests; profits from renting school facilities; profits from managing schools; profits from data management systems and test - scoring systems; and profits from selling software platforms and computing devices.

Teaching methods courses, perhaps, offer one of the few opportunities for preservice teachers to view new knowledge through lenses different than the ones tainted by prior knowledge about teaching and learning.