Sentences with phrase «high school math teachers for»

Let's use the major requirements that most employers usually ask from high school math teachers for an example.

«I was a high school math teacher for 23 years,» said NEA President Dennis Van Roekel.

I was a high school math teacher for 22 years, an 8th grade math teacher for 1 year, and for the last 6 years a math instructional coach.

Not exact matches

My high school teacher Dora Di Rocco - Smith was particularly interested in doing enriched math in the classroom for students who didn't have access to enrichment activities.

Jim Gard, a math teacher at Stoneman Douglas High School, which is named for an icon of the South Florida environmental movement — said he taught the shooting suspect last year.

I'm a high school math teacher that also works at Inside Edge as a remote video scout for MLB games.

My mother has been a physics and maths teacher in a high school for decades.

They include a program honoring a gifted math student at Edison High School in honor of teacher Vincent Fazio; and the REF Founder's Award for a graduating senior deeply involved in community service.

For example, despite massive investments in pre - and in - service teacher training and curriculum materials development, the roundtable assembly recommended more rigorous and attractive science and math training for high school students and their teacheFor example, despite massive investments in pre - and in - service teacher training and curriculum materials development, the roundtable assembly recommended more rigorous and attractive science and math training for high school students and their teachefor high school students and their teachers.

The researchers also monitored the advanced math and science courses that students chose to take in high school, concluding that the girls who had been discouraged by their elementary school teachers were much less likely than the boys to opt for advanced courses.

The main story follows Noah (Jeff Branson), the swim class teacher and his bout with depression; Jordan (Jess Weixler), a girl who works part time in a casino and part time as an exotic dancer; Amy (Paget Brewster), a high school math teacher whose husband left her for another teacher; and a young man (I never did catch his name) who seems to live at the casino where Jordan works and who meets and beds Amy.

A few words about the intended target audience for your blog (for example, high school math teachers, administrators, etc..)

Two leading educators have told Education Matters that the key to engaging high school students with STEM (science, technology, engineering and maths) is through teachers, and have called for a greater focus on professional learning.

Most recently, I worked with a high school math teacher to create a performance - based assessment for a unit on probability.

After being a classroom teacher and a content - area teacher (math and science) at the early childhood, elementary, middle, and high school levels for over 10 years, I wanted to specialize and gain expertise in an area that I was passionate about: literacy.

Gabbard, a math teacher at Jackson County High School in McKee, Kentucky, uses the slips as a class opener to focus the students on the topic of study, to provide direction for the period, and to review important skills needed for the lesson.

Imagine a high tech, state - of - the - art science lab on wheels, one that provides teachers with tools for coordinating school programs and projects and allows them to share with kids the fun and mystery of science, technology, engineering, and math (STEM).

He began his career in education as a high school math teacher at Barnstable (Mass.) High School and also taught special education for Framingham (Mass.) High Schhigh school math teacher at Barnstable (Mass.) High School and also taught special education for Framingham (Mass.) High Sschool math teacher at Barnstable (Mass.) High School and also taught special education for Framingham (Mass.) High SchHigh School and also taught special education for Framingham (Mass.) High SSchool and also taught special education for Framingham (Mass.) High SchHigh SchoolSchool.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

The President is also proposing support for training teachers in math, science, and technology and for recruiting quality teachers into poor schools and high - need subjects like math and science.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

Ben Merrill, principal of southwestern Idaho's small, rural Notus Junior / Senior High School and superintendent for the Notus School District, says, «Out here, when I have an opening for a teacher in advanced science or math, I may get two to three applicants, all right out of college — no one with a master's degree.

With funding from the U.S. Department of Education, the Harvard Graduate School of Education, in collaboration with the Boston Plan for Excellence and the Boston Public Schools, has developed the Transition to Teaching Math and Science (T2MS) Program to address the shortage of qualified math and science teachers in Boston's middle and high sSchools, has developed the Transition to Teaching Math and Science (T2MS) Program to address the shortage of qualified math and science teachers in Boston's middle and high schoolsschools.

Some of the high school texts were absolutely first - rate, and new - math - era textbooks like Mary Dolciani's «Structure and Method» series for algebra and geometry continue to be used by math teachers who understand mathematics and how it is to be taught.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Key speakers for 2016 include Paul Hennessey, maths teacher, Willow High School (Educating Cardiff, and Ann Hill the head of science at King Edward's Witley.

92, a former middle and high school math teacher, acknowledged that this is a familiar challenge for many math teachers and offered one way to start: Keep the two goals (fill gaps, teach current material) separate.

Above all, the law's requirement that students be tested annually in reading and math in grades 3 - 8 and once in high school has provided parents, teachers, and other citizens with detailed information about students» performance in these foundational subjects — and therefore the extent to which they have mastered skills that are prerequisites for other educational goals.

It retains NCLB's federal framework for testing reading and math in grades 3 - 8 and again in high school, in addition to science in elementary, middle, and high school, while getting the federal government out of the business of trying to judge teacher or school quality or how to «fix» schools.

For Loretta Farrell Khayam, a high school math teacher in Northern Virginia, the hesitation to support LGBTQ students reflects a simple lack of training.

MJ: It is, I was a high school maths and Japanese teacher for 10 years and I've been at UQ for the last 12.

As a high school math teacher, it was important for me to create a learning space that welcomed on - demand wonder and exploration.

Says Jodee Rose, a former art and math teacher who developed a middle school lesson plan for teaching the method, «It's low tech, but it's high tech ideas, because it's working through computer language, which kids are going to need to learn eventually.»

«I haven't posted the grades since the middle of the second quarter for lack of time,» Tom Hutchison, a math teacher at Iola - Scandinavian High School in Iola, Wisconsin, told Education World.

First - and second - year Teach For America teachers recruited and trained during the grant were as effective as other teachers in the same high - poverty schools in teaching both reading and math.

Eeva Reeder, a former math teacher who led a high school geometry project on designing a school for 2050, says she started project - based learning for three reasons: First, her students were not learning concepts deeply enough to apply or even remember them for a long period.

Teachers who work in a given school, and therefore teach students with similar demographic characteristics, can be responsible for increases in math and reading levels that range from a low of one - half year to a high of one and a half years of learning each academic year.

A former middle and high school math teacher, Star's research has explored the development of flexibility in mathematical problem solving, with flexibility defined as knowledge of multiple strategies for solving mathematics problems and the ability to adaptively choose among known strategies on a particular problem.

Standards - based reform was fed by three factors: increased expectations for learning beyond high school, which led to a focus on college readiness for all; the availability of reliable and cheap measures of student proficiency in reading and math; and the push for teacher and school accountability.

At first, Robinson was her fifth - grade math teacher, but then their paths continued to cross as he became her junior high school assistant principal, then high school principal, then principal for whom she worked, then colleague and, finally, hired hand!

Peter McIntosh, a math teacher at Oakland Unity High School, has worked at the Oakland pubic schools for four years.

Beatty, who has been using and studying CRS products for more than a decade, acknowledges that the language and purpose of the question cycle, which he says is «to form habits of mind and find the limits of knowledge,» sound more ivory tower than AP Bio, but he contrasts the current norm — the quick and shallow recall of facts required of American high school science and math students — with his larger objective: renouncing the myth of coverage, the idea that what a teacher covers in class matters.

He spent nine years teaching math as a founding teacher of the New York Harbor School, an innovative public high school where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going stuSchool, an innovative public high school where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going stuschool where he also worked closely with teachers, families, and college admissions offices directing the college access process for first generation college - going students.

John Porter, whose 40 - year career in education includes experience as a teacher and as an administrator and principal at the elementary, middle, and high school levels in Alexandria, Virginia, says providing the opportunity for such observation, or the opportunity to observe a middle school science or math teacher at another school in the district, can lessen teacher frustration.

She taught math in traditional public middle and high schools for ten years, has provided instruction in math pedagogy, and is the director of the Harvard Graduate School of Education (HGSE) Teacher Education Program, which she founded in 1984.

She has helped, for instance, mend misconceptions about career and technical education by convening the district's secondary - math teachers with peers at the Central Pennsylvania Institute of Science and Technology — a technical high school serving Bellefonte and two other nearby districts.

For example, Clotfelter et al. (2008) found that a targeted bonus to certified math, science and special education teachers working in disadvantaged North Carolina schools reduced the attrition of targeted teachers by 17 percent, while Feng and Sass (2015) found that loan forgiveness programs for teachers with high - needs endorsements reduced the attrition of teachers in shortage areas in FloriFor example, Clotfelter et al. (2008) found that a targeted bonus to certified math, science and special education teachers working in disadvantaged North Carolina schools reduced the attrition of targeted teachers by 17 percent, while Feng and Sass (2015) found that loan forgiveness programs for teachers with high - needs endorsements reduced the attrition of teachers in shortage areas in Florifor teachers with high - needs endorsements reduced the attrition of teachers in shortage areas in Florida.

There's also a mismatch in what types of teachers are prepared and what school districts need: Colleges of education prepare far too many elementary teachers, and not nearly enough candidates for special education and high school math and science.

This work will require different types of union contracts and compensation that pay more to teachers in shortage areas like math and science and disproportionally increase salaries for the early career teachers and principals in high need schools who are most likely to leave the profession.