Sentences with phrase «increased teacher autonomy»

«Over the years, we decentralized governance and finances, increased teacher autonomy and opened education paths for students.

The organization aims to reduce or eliminate the use of high stakes testing, increase teacher autonomy in the classroom and work to include teacher and family voices in legislative decision - making processes that affect students.

In - app reporting features ease burden on time - constrained district IT staff, increase teacher autonomy and boost visibility into school and student data

Not exact matches

Students in Waldorf high schools are given increasing autonomy over their education under the mentorship of teachers who are specialists in their fields.

On topic question topics included the mayor's proposed $ 20 million allocation for arts programs and whether this is all new spending, whether it's typical for elementary schools to have arts teachers, the mayor's proposed $ 4.4 billion capital spending to address classroom overcrowding, how many new classroom seats that spending would produce and where they would be located, whether all trailers used by schools would be eliminated, the definition of «problematic behavior» used in dealing with the Absent Teacher Reserve, what the state funding to be used for middle school after school programs would have otherwise been used for and DoE support for schools that will participate in the program providing increased school autonomy.

«It is unfortunate that DOE is trying to stifle the autonomy of charter schools when their time would be better spent on evaluating what great teachers and leaders in the very best charter schools, traditional district schools and nonprofit providers are doing to make pre-kindergarten an investment that pays off in increased student achievement,» Merriman said.

As schools move away from local authority control and the government gives them an increasing amount of autonomy to spend their budgets as they see fit the need for teachers, the reason for ICT heads and school leaders to visit Bett strengthens.

According to her analysis, schools with full pay autonomy may not be using this to increase the salaries of physics teachers — potentially because of «an aversion to within - school pay inequality» or because of the «overall squeeze on state school funding».

Open classrooms lead to increased interaction among teachers, creating a greater sense of autonomy, satisfaction and ambition.

School leaders and classroom teachers would have greater say over how they'd be assessed, as well as increased autonomy.

Increased local autonomy, more complex operations and more rigorous direct accountability mean that all schools require highly skilled specialists to support head teachers and governors.

It advocates for strong standards, aligned curriculum frameworks, improved teacher preparation and certification systems, increased school - level autonomy, diverse school options, and more early - childhood programs.

I have personally experienced the demands of being a teacher and observed colleagues also deal with the stressors of the job, ranging from high - stakes testing, demanding parents, increased paperwork, disrespectful students, increased diversity and differentiated learning needs, and lack of creativity and autonomy.

Increased autonomy has seen greater work intensi cation and accountability for both school leaders and teachers.

A state shall also include, in its application for grant funds, descriptions of: (1) the state's system for certifying and licensing teachers and school leaders, and (2) how the SEA will encourage opportunities for increased autonomy for teachers and school leaders.

The teacher turnover rate also nearly doubled, apparently because schools had greater autonomy over personnel and because of the increase in educators from alternative preparation programs such as Teach for America.

Most math and ELA teachers said that, despite concerns that the standards would limit teacher autonomy, their classroom autonomy has remained the same or increased under the new standards.

Rather, she said, they are a way for schools to achieve «increased autonomy — to get the handcuffs off teachers and parents.»

«The teachers in our study confirmed what we at Teach Plus have learned from previous research and from speaking with thousands of teachers over the past five years: that alignment between assessments and curriculum, access to highly valued activities, and the autonomy to choose what's right for students all contribute to how teachers perceive the value of activities they use to prepare their students for tests, and are all factors that can be changed to reduce wasted time and increase valued instructional time.»

Armed with a mandate to foster excellence and equity, Klein prioritized four strategies: establish the Three C's (centralized control stripped of bureaucratic inefficiencies; a coherent citywide curriculum; and capacity - building for teachers), dramatically expand school choice, empower principals by coupling increased autonomy with strict accountability, and catalyze innovation.

But as multiple industries, including education, have increasingly eschewed hierarchical structures in favor of distributed leadership and increased autonomy for professionals, leadership options have expanded for teachers who want to stay connected to the classroom.

Instead, most teachers only have the chance to expand their leadership responsibilities by assuming an administrative position, which requires them to leave the classroom entirely.4 Even if teachers do not want to leave the classroom, pursuing a role in administration may be their only way to achieve increases in pay, responsibility, and autonomy.5 Although some school districts implement career pathways, diverse leadership roles for teachers are few and far between.

The program, which includes a residency during the first and second years as a paid in - service teacher, gradually grants new teachers increasing responsibility — from 50 percent to 80 percent full - time teaching at the outset to full autonomy by the end of the two - year in - service induction period.

Having developed a corps of knowledgeable teachers that we were confident would meet professional standards, we would then be able to increase the level of autonomy of schools, which could be freed of bureaucratic regulations and empowered to create the kind of thoughtful and intentional communities that both students and teachers deserve.

Little mention is made of our reality here, however, given the real and deleterious effects we witness, for example, as current teacher educators when we work with potential / future teachers who almost daily express serious concerns about joining a profession now with very little autonomy, not much respect, and a stark increase in draconian accountability measures that will be used to hold them accountable for that which they do, or do not do well.

We in Connecticut need to make these jobs more attractive to prospective teachers through increased respect, support and autonomy rather than criticism, disdain and surveillance.»

Increasing teacher leaders» autonomy may also improve teacher recruitment and retention — particularly in high - poverty schools.

Changing some conditions, such as teachers» classroom autonomy and faculty member's schoolwide influence, appears to be less costly than increasing teachers» salaries, professional development, or class - size reduction — an important consideration, especially in low - income settings and in periods of budgetary constraint.

It is good to see teachers take the lead in discussing reasonable allocation of funds, increased autonomy, more time for professional development, and more attention to retaining an experienced, high quality workforce.

Collaborative inquiry groups have been shown to not only change teacher practice because they can meet teachers» psychological needs of competence, relatedness and autonomy, but also serve as a model of the type of autonomy supportive conditions that teachers can implement that would lead to increased engagement in the classroom.

According to the Shanker Institute report, attrition is «the most significant impediment to increasing the diversity of the teacher workforce,» with minority teachers» strongest complaints related not to being concentrated in urban schools serving high poverty, high - need communities, but because of «a lack of collective voice in educational decisions and a lack of professional autonomy in the classroom.»

The focus of this action research was to use collaborative inquiry groups to change teacher practice to become more autonomy supportive in order to increase student engagement in the classroom.