Sentences with phrase «give urban teachers»

The exchange program would give urban teachers opportunities they wouldn't have elsewhere, Sternberg said, and allow teachers to exchange ideas between districts.

Not exact matches

«The inclination in some secondary schools is that young men of color from urban environments need a lot of help, that they're behind, so we give them all of this support that doesn't really challenge them to actually be better,» said Warren, MSU assistant professor of teacher education.

Wayne Urban, professor of education and an expert on teacher unions, notes that NEA president Robert Chase gave a pivotal address on behalf of new unionism at the National Press Club in 1997, calling for «the transformation of his organization away from the adversarial stance institutionalized in collective bargaining toward one that was more professional.»

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

Mission's Kimberly Campisano, one of the teacher - advisers involved in the project, says, «Working with the San Francisco Museum of Modern Art has given me the opportunity to share what I know firsthand about the urban teaching experience, and the importance of art in activist education.»

«It gives a different type of feel to the connection between student and teacher,» says Gregory Sashington, an Urban Prep, Englewood Campus Pride leader, alumni, and assistant dean.

Remote instruction: For schools with severely limited numbers of excellent teachers, like many rural and urban areas, bringing in great, live (though not in - person) teachers through videoconferencing, holographic technology, or other means could give students access to great interactive instruction they'd otherwise miss.

Given that level of demand, the Media Center's model — expert teachers in an urban center broadcast to a remote catchment area — might be applied to the Andean and Amazonian regions of Bolivia and Peru, and beyond that to hard - to - reach places across the world.

Having flexible plan options can give mobile teachers, especially in urban and rural public schools where turnover is high, more secure retirement benefits.

Throughout the duration of the urban district's failed career, we've focused incessantly on the classroom — giving its teachers more money, reducing the number of kids sitting inside its four walls, adjusting what's taught, how it's taught, how we assess what's taught, and on and on and on.

The disconnect between real life and the high school experience and the absence of any real connection to peers and teachers causes many students on the margins to give up: More than 30 percent of U.S. students who enter high school never finish, according to a recent report by Harvard University's Civil Rights Project, the Urban Institute, Advocates for Children of New York, and the Civil Society Institute.

However, given as a list, none appear to have any particular emphasis (i.e., learning theories (# 5) seems as important as parent communication (# 13) and motivation (# 4)-RRB-; they are not tailored to fit the needs of teachers in any specific context (i.e., urban or rural, turnaround or successful); and they do not consider the developmental stage of the student as it relates to each topic.

Then the word spread, other teachers liked the concept, the principal gave permission to set aside the regular curriculum temporarily, and 115 kids — fully a third of the students at Springfield Middle School, an urban school in Battle Creek, Michigan — wrote novels.

Over the span of three years, dozens of education experts and researchers, 3,000 teacher volunteers in six urban districts, 20,000 videotaped lessons, student surveys, and student performance on state and supplemental higher - order thinking skills tests, have given us a much better understanding of what great teaching looks like.

Researchers David Blazar (Doctoral Candidate at Harvard), Erica Litke (Assistant Professor at University of Delaware), and Johanna Barmore (Doctoral Candidate at Harvard) examined (1) the comparability of teachers» value - added estimates within and across four urban districts and (2), given the extent to which variations observed, how and whether said value - added estimates consistently captured differences in teachers» observed, videotaped, and scored classroom practices.

In many urban districts, more than half of teachers leave within five years, the research shows, and they abandon charter school posts at especially high rates, a significant problem given the growing presence of charters in many metropolitan areas.

Our Commitment Our Mission is to develop and retain great teachers, and measurably increase their ability to give students in urban public schools an excellent education.

Abstract: Given the importance of teacher quality and the limitations of using pre-hire characteristics to assess teaching potential, Urban Teacher Center has developed several formative assessments of its teacher candidates to ensure that they receive feedback to support continuous improvement as they develop their prteacher quality and the limitations of using pre-hire characteristics to assess teaching potential, Urban Teacher Center has developed several formative assessments of its teacher candidates to ensure that they receive feedback to support continuous improvement as they develop their prTeacher Center has developed several formative assessments of its teacher candidates to ensure that they receive feedback to support continuous improvement as they develop their prteacher candidates to ensure that they receive feedback to support continuous improvement as they develop their practice.

Our mission is to develop and retain great teachers, and measurably increase their ability to give students in urban public schools an excellent education.

Providing a rigorous pre-college curriculum has long been a struggle in many of the more than 7,100 U.S. rural school districts, where a lack of teachers, dwindling enrollment numbers and tight budgets make it difficult to offer electives, foreign languages and even basic classes that are a given in many suburban and urban schools.

Many large urban school districts are rethinking their personnel management strategies, often giving increased control to schools in the hiring of teachers, reducing, for example, the importance of seniority.

Secondly, if two teachers are in an urban classrooms that are side by side and one gets 4 new students who are not proficient in English and their test score drops by 3 percent, are they doing a better or worse job than the teacher who gets 2 new special education students and 1 new English Language Learner, but their test score goes up 2 percent after the special education students are given the alternative test rather than the standard mastery test.

Earlier, the committee had heard how it had become an urban myth in schools that teachers needed to mark in green and purple ink and give very detailed assessments of the work.

My thesis is that is the current urban public school administration would turn upside down and focus on the bottom (kids, classrooms, parents, and teachers) by giving those at the bottom funding priority then the results that all agree is desirable will start to become manifested.

She joined the Teacher Advisory Council to give voice to the issues that directly impact CPS teachers, and hopes to use this experience to better understand the challenges of urban education and advocate for the structures that promote teacher retTeacher Advisory Council to give voice to the issues that directly impact CPS teachers, and hopes to use this experience to better understand the challenges of urban education and advocate for the structures that promote teacher retteacher retention.

During the academic year, clusters of fellows will be placed in participating high - performing urban schools nationwide, where they will be paired with a teacher and given a lightened workload, a strategy Star said would be beneficial for the teachers - in - training without compromising instruction for the students.

Given the severe shortage of teachers willing to work in inner city schools, the clear interest of some preservice teachers in urban education, as reflected in the progression of their journals, was an important outcome of the virtual field experience.

The Christina School District in Delaware, comprised of both urban and suburban schools with a diverse group of learners, was interested in how technology could be used to improve their math instruction while still giving individual schools and teachers as much autonomy as possible.

The Italian teacher, artist and writer Tonucci gave an interesting presentation about the «Città dei bambini» (City of the children) project, where they base urban planning on children's ideas for public spaces, because they represent everyone (young and old, handicapped people, etc.) not just children.