Sentences with phrase «in improving teacher preparation»

The work is being guided by the Professional Standards Council (PSC), the statutorily constructed group tasked with assisting and advising the state superintendent in improving teacher preparation, licensure, and regulation.

Not exact matches

In their applications, districts will have outlined a variety of strategies to improve student performance, Utrup noted, including changes in teacher preparation and retention, professional development, and evaluation of classroom performancIn their applications, districts will have outlined a variety of strategies to improve student performance, Utrup noted, including changes in teacher preparation and retention, professional development, and evaluation of classroom performancin teacher preparation and retention, professional development, and evaluation of classroom performance.

That percentage can be dramatically improved, however, with preservice teacher preparation such as coursework in teaching methods, practice teaching, instruction in selecting course materials, and child psychology classes, Ingersoll said.

NCTQ and its supporters believe that clear standards and transparent evaluation will encourage schools to improve their teacher preparation programs and, in turn, their ratings.

The DeWitt Wallace - Reader's Digest Fund has awarded a three - year, $ 1.1 - million grant to the University of North Carolina at Chapel Hill's Center for Early Adolescence to help improve the preparation and training of teachers and staff members in the middle grades.

College and university presidents can play an integral role in improving teacher - preparation programs by investing in them philosophically and asking their faculties to do the same, Secretary of Education Richard W. Riley told higher education leaders last week.

In its broader incarnation, the Holmes Partnership will pursue the agenda for improving schools and teacher preparation set forth by the Holmes Group in an influential trilogy of reports over the past decadIn its broader incarnation, the Holmes Partnership will pursue the agenda for improving schools and teacher preparation set forth by the Holmes Group in an influential trilogy of reports over the past decadin an influential trilogy of reports over the past decade.

An iterative process of observation and conferencing focused on improving lesson planning and preparation, the classroom environment, and instructional techniques should drive positive changes in teacher practice.

Under a 10 - principle plan to improve teacher preparation programs unanimously approved by the Georgia state regents last month, elementary education candidates will be required to complete an academic minor in both reading and math.

Why doesn't accreditation improve the quality of teacher preparation programs as judged by measurable increases in learning outcomes for the students in the classes of their graduates?

Stay on top of trends in teacher preparation, recruitment, and new - teacher support — as well as ways to improve your professional advancement — with the new issue of EL ®.

Any Finnish educator will say that Finland improved its public education system not by privatizing its schools or constantly testing its students, but by investing in the preparation, support, and retention of excellent teachers.

During his tenure in Delaware, his team focused on improving policies and practices across the educator effectiveness continuum: educator preparation, licensure / certification, recruitment, placement, evaluation, professional learning, and teacher - leader career pathways.

The College Board last week introduced a series of curriculum guides for high - school teachers designed to help improve the academic preparation of college - bound students and to encourage teachers to play a greater role in the school - reform movement.

Although every school system has its own set of unique challenges, several challenges are universal and, therefore, would be good candidates for competitive programs: developing new models of teacher preparation; developing new forms of in - service training for teachers which actually improve student outcomes; spreading effective charter school practices; and closing the achievement gap.

Well - designed preparation programs are structured to support the development of these knowledge and skills so that teacher leaders can be effective in their work to improve instruction.

In general, studies indicated that high - stakes standardized basic skills tests led to: a) a narrowing of the curriculum, b) an overemphasis on basic skills and test - like instructional methods, c) a reduction in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990In general, studies indicated that high - stakes standardized basic skills tests led to: a) a narrowing of the curriculum, b) an overemphasis on basic skills and test - like instructional methods, c) a reduction in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990).

Consistent with the TeachStrong coalition's ESSA guidance for state actors, these states are leveraging ESSA's flexibility to support efforts around recruiting teachers of color; improving the teacher preparation experience; providing induction and mentoring to novice teachers; increasing teacher pay; and creating or encouraging career pathways, with the goal of ensuring that all students — and especially students in low - income schools — are taught by high - quality, prepared, meaningfully supported teachers.2 The author also notes what other initiatives and actions policymakers and advocates should watch for and consider as they work to modernize and elevate the teaching profession.

Well - designed preparation programs help ensure that reform efforts are succesful by equipping teacher leaders with the necessary knowledge and skills to be effective in their work to improve instruction.

To increase the effectiveness of teachers, the district estimates it will need $ 3.75 million for literacy and math coaches who will be based at struggling schools; $ 2.3 million for training teachers in proven instructional strategies; $ 2.46 million for strengthening the preparation, recruitment, and mentoring processes for all staff; and $ 660,000 for improving working conditions and staff retention.

The flexibility provided by ESSA presented an opportunity for states to invest in pipeline - spanning changes that address several components of the teaching profession.48 While most states focused primarily on one or two aspects of the pipeline to improve in their ESSA plans or addressed challenges and solutions in broad terms, other states presented a more holistic theory of change with targeted strategies that address the entire pipeline — from the intentional recruitment of diverse teachers and more clinical teacher preparation experiences, to data - driven professional development and career advancement frameworks.

The goal is to establish what is being done in the preparation of teachers and educational leaders and what deans, department chairs and other leaders in the area of preservice training of teachers and school administrators believe might be done differently to improve those programs.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

«ATLAS will greatly improve the preparation of new teachers, setting them on a trajectory to accomplished practice earlier in their career,» said Joseph C. Rallo, Commissioner of Higher Education with the Louisiana Board of Regents.

There is much talk about the need to improve teacher (and principal) preparation programs in our country.

In the UW College of Education's secondary teacher preparation program, for example, student teachers learn to use assessment in a variety of ways to inform their teaching and improve student learninIn the UW College of Education's secondary teacher preparation program, for example, student teachers learn to use assessment in a variety of ways to inform their teaching and improve student learninin a variety of ways to inform their teaching and improve student learning.

States should develop standards and curricula for family engagement in education for teacher and principal preparation programs and should ensure that teachers, principals, and other school leaders receive professional development on improving family engagement in education.

With teacher preparation in the United States under serious scrutiny, there is a growing movement to improve the way teachers are prepared for practice.

Their zeal to improve the quality of teacher preparation has produced, in many states, a crowded -LSB-...]

States are also seeking to stem attrition by investing in high - quality preparation programs and improved support for new teachers — two strategies that research has shown to be effective in improving teacher retention.

Previously, Kristen managed special education and assessments at a network of charter schools in Harlem, led the implementation of systems designed to improve teacher and student performance, conducted research on school - transformation policies, and launched college preparation programs for students living in New York City public housing.

To have those kinds of teachers we need to prepare them, universities and districts need to take teacher preparation seriously, State Departments of Higher Education and of Elementary and Secondary Education need to see teacher preparation and support as one of the most important strategic options to improve education, holding teacher preparation institutions and districts accountable so they provide the best preparation and support to teachers, we have to figure out ways to help teachers learn what so many of them say they need to learn, like how to personalize instruction, how to manage discipline in their classrooms, how to integrate technology into their teaching, how to implement culturally responsive instruction.

With the passage of ESSA, local and state policymakers can leverage federal funding to strengthen principal preparation and development, an investment that can reap significant dividends — both in the form of increased teacher retention and the improved academic opportunities that come with a strong instructional leader.

The Commission of Higher Education is working to: 1) improve the quality of teacher preparation and performance; 2) open the level of dialogue among superintendents and principals and higher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support students entering post-secondary education; and 4) review and measure learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary options.

Changes enacted by the Trump administration today — such as slashing the capacity of the OCR, 40 eliminating the regulation to improve the quality of teacher preparation programs, 41 or weakening rules that protect students from deceptive borrowing practices42 — will require policymakers and advocates to revisit debates in the future in order to recover previously achieved successes.

There have now been a few successful lawsuits brought to challenge various versions of these tests, with rulings centering on tenuous connections between the skills being tested and those necessary to do the job.120 To address some of these underlying concerns, the TeachNY Advisory Council, supported by a grant from the New York State Department of Education, drafted policy recommendations in May 2016 around teacher preparation recruitment, selection, and cultural competence in the hopes of finding ways to improve teacher quality and diversity.121

The State created programs, such as C3P2T, to establish innovative models for teacher preparation in response to teacher shortages and to improve teacher retention.

California was not one of them, although in the council's opinion, the state has improved in teacher preparation.

In 1998, the state passed an ambitious law aimed at improving teacher preparation.

To name a few shared objectives that a teacher leader system could address, we want to improve the on - boarding of novice teachers in their first classrooms, collect feedback that informs backward - mapped changes to preservice preparation, share emerging knowledge from academia, and collaboratively build a research agenda that is relevant locally and informed by broader perspectives.

Congress, states, and districts must invest in STEM and CTE teacher quality by improving teacher recruitment, preparation, and professional development.

For example, Manzanilla, a low - performing school in a troubled district in the Bay Area, fueled its efforts to improve and maintain its bilingual program through partnerships with well - known teacher preparation programs and reform organizations in the area.

Earlier this month, plans from 16 states were approved and while these plans vary in specifics, many of the states focused on reforming teacher preparation as the key first step to improve quality.

Investing wisely in teacher and principal preparation and development can improve student achievement and generate overall budget savings by reducing costs associated with low student performance (including grade retention, remediation, and higher dropout rates).

After mentioning NCTQ's plans for a nation - wide review of teacher preparation programs, McKee suggested that in order to improve teacher effectiveness the federal government should provide funding for high - performing teacher preparation programs, issue state teacher preparation report cards, and research best practices, while states should strengthen their oversight practices, and require rigorous licensing tests that do not act as a rubber stamp for all teacher candidates.

The Title II program awarded and supported over 90 competitive grants to states and to partnerships of universities and high need schools to improve the quality of teacher preparation policy and practice in the United States.

What suggestions would you make to improve this university's teacher preparation program in regard to using technology to teach science?

«Having certified more than 112,000 teachers, we are perhaps best known for our Board certification process, but the National Board is also engaged in far - reaching initiatives to improve and elevate teaching practice across all aspects of the continuum, from the earliest days of preparation through the many aspects of teacher leadership,» said...

One of the most exciting developments in pedagogy in a quarter century, UDL is an essential tool to improving teacher preparation, curriculum design, classroom instruction and assessments.

TFA officials blame the sagging numbers on an improving economy and hiring in other fields, noting that enrollment is also slipping at other teacher preparation programs around the country.