Sentences with phrase «individual teacher and the community»

That still seems a reasonable combination of protection and responsibility to me — for both the individual teacher and the community being served by the school (s).

Not exact matches

This takes place through school visits of one to several weeks annually in North America Waldorf schools, working with teachers, classes, staff, and individual students, as well as offering lectures / workshops for parents and the wider community.

«While public policy and legal approaches are important, what's especially exciting to me is that individual schools, principals, teachers and community members are in many cases taking this problem into their own hands and saying, «What we can do to solve it?»»

Under the guiding eyes of Gentile and fellow AHS teachers Ward Dales and Gregory Marsh, more than 65 students have shared how they see themselves through their community and individual eye.

«Michael Gove has suggested that he wishes teachers to be «free from stifling bureaucracy» and yet at the same time plans to put in place a curriculum that will force all schools to teach the same subjects regardless of the needs individual learners, employers and their local communities.

The community partners honored at the event — three individuals and one program — have had a major impact on the lives of students and teachers in the city school district.

Joined by area politicians and community leaders, the parents, students and teachers rallied in support of the Education Investment Tax Credit which would increase support for public and religious schools by creating a tax incentive for individuals and corporations to donate to scholarship programs administered by nonprofit educational organizations.

Whereas there is still a significant controversy over how to assess an individual teacher's effectiveness, Whitehurst believes that change in approach was driven by the research community, especially economists «who came to this topic because all of sudden there were resources — data resources and research support resources.»

Pam Butler is the author of Return to Life, a certified Chopra Primordial Sound Meditation instructor, a certified Hot Fusion ™ Flow yoga teacher, a Creative Insight Journey transformational coach, and a bliss coach who provides workshops, classes, and one - on - one instruction to individuals, groups, and businesses throughout the South Florida community.

Through the dialogue between individual teachers, such adjustments are passed on in the community of traditional teaching and gain further precision.

There is a strong, ever - growing community of doctors, therapists, health coaches, fitness instructors, teachers, parents, political activities and more who are working with individuals, groups and via social media to shift the message.

The trainings are open to everyone: healthcare professionals (psychologists, medical community, nurses and counselors), yoga teachers and students and individuals in their personal development of self discovery.

It is up to us as individuals, parents, teachers and communicators to teach that to our people and our broader community.

Individuals and small teams — often teachers, parents, or community activists who have never run schools — are apt to possess some but not all of these skills and backgrounds.

«Indigenous teachers who teach within their own communities are best positioned to make lasting connections with the students, and to know and understand the intricacies surrounding each individual student, in terms of their family situations.

[1] Using data from the American Community Survey, they show that in 2015 just over half of American children aged 5 to 17 were white, but nearly 80 percent of young teachers (whom they define as individuals aged 25 to 34, with a bachelor's degree, and teaching at the prekindergarten through high school level) were white.

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

Joining a professional organisation such as the Schools Music Association can provide practical ideas and a network of colleagues for a teacher who is delivering a full academic programme, managing an instrumental tuition programme, purchasing and maintaining a range of equipment, and spending hours of out of school time rehearsing groups, practising with individuals for school events, taking groups out into the community, and so on.

Let me now revisit a fifth potential asset, which is also the main reason that small - government conservatives should favor the Common Core or other high - quality «national standards»: This is the best path toward getting Uncle Sam and heavy - handed state governments to back off from micro-managing how schools are run and to return that authority to communities, individual schools, teachers, and parents.

«Our courses blend anytime online learning convenience with synchronous videoconference sessions for the best practices of both individual reflection on teacher practice and group activity within a learning community,» says Carol Weintraub, Director of the New York Partners for Technology Innovation.

More can also be done to align working conditions of preschool and primary school teachers; increase flexibility and responsiveness to individual communities, families, and children while at the same time strengthening coherence of services; overcome structural and informational roadblocks to co-operation and continuity; and to better facilitate collaboration among staff, managers, parents, and the community based on reciprocal communication, inclusivity, mutual trust, and respect.

Educators for Excellence is proud to receive financial support from a diverse base of nonprofit, corporate, and family foundations as well as individual donors, including teachers and community members, who believe in the power of teacher - led change.

In its 10th Year, the Leadership Academy is funded by a statewide Teacher Center grant to be a Learning Community studying Leadership.Its mission is to empower individuals to realize their professional and personal leadership capacity through learning together, enhancing individual and group skills, and to set and achieve goals that advance distributive leadership within the New York State Teacher Centers» Organization.

letting teachers teach, treating each student as an unique individual, limiting standardized testing, banning those with profit motives from our schools, addressing poverty as a roadblock to learning, and maintaining local, community control of schools.

In a less formally organized but entirely 21st century way, individual teachers may also choose to join an online community of teacher - learners who want to improve their math practice by engaging with each other and our curriculum writers around a shared instructional tool.

Preventing and eliminating teacher shortages so that all children receive competent, continuous instruction in every community every year is, in a 21st century economy, essential for the success of individuals as well as for our society as a whole.

CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences

Continuing new teacher support from Dallas Teacher Residency through individual coaching and professional learning commteacher support from Dallas Teacher Residency through individual coaching and professional learning commTeacher Residency through individual coaching and professional learning communities

«Our innovative and differentiated teacher preparation pathways exemplify these values by providing individuals from diverse communities and backgrounds, and in various stages of life, opportunities to pursue teaching careers in ways that fit their needs.

Virtual school experiences over the past decade have shown that effective virtual teachers have qualities and skills that differ from traditional face - to - face teaching, such as building and maintaining a sense of trust and community among individuals who will never meet face to face.

Created Personnel Committees to empower teachers and school communities to make critical decisions for their schools and shift decision making to the individuals who work closest to students

Together, Bay - Arenac ISD and its local districts determine the services needed to improve student achievement, serve children's individual needs, develop teachers» expertise and connect with our communities.

The individual recognition as Principal of the Year is a phenomenal honor, but it truly takes a great team of teachers, parents and community members to bring constant innovation to our school.

We are #ThankfulFor all of these individuals — the parents, teachers, elected officials, community leaders, and other supporters who joined efforts to improve schools for students in New York and across the country.

We support the improvement of entire education systems and communities as well as the instruction of individual teachers and learning of individual students.

These policies have been implemented despite the objections from many in the measurement community regarding the limitations of available tests and the challenge of accurately attributing student learning to individual teachers.

«[Beginning teachers should] promote students» social - emotional growth, development and individual responsibility using positive interventions and supports, restorative justice and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers,» according to the new expectations.

Talking with teacher candidates about classroom community, their individual successes and failures with students and their own journey of personal growth offers me insights into their humanity,» Vieth writes.

Online and blended programs for teacher development can draw upon resources that are not available locally, provide just - in - time support, and offer chances for teachers to connect with each other over time, building professional learning communities that often help individual teachers to reconsider their core beliefs about education (Dede, 2014).

Nearly 9 in 10 respondents said it was a problem for public schools in low - income communities to have fewer qualified teachers than public schools in wealthier areas, and a majority felt that shortages should not be resolved by recruiting individuals who are not fully prepared — the very thing many districts have been forced to do in response to deep shortages across the state.

These experiences help individuals, but they do little to foster a community of professional inquiry within a school or district and depend significantly on the drive and commitment of individual teachers.

Although there is a need for leader - teachers who share the racial and economic backgrounds of their students, we believe that at - scale reform will take a concerted and sustained effort from an entire community of individuals — representing all ethnicities and background — committed to eliminating educational inequity.

Mayor Rahm Emanuel has been pushing his agenda to add 90 minutes to the school day across individual CPS schools, sparking passionate responses from teachers, union leaders, and community members.

Teachers can encourage students to become active participants in the classroom community by tailoring their instructional reading strategies and methods to the needs of their classes and the individuals in those classes.

You don't have to do a structured modules and teach it through the professional development office, you could you know, going into professional learning communities, PLC time, going into grade - level meetings, going into department meetings, you can listen to what and tailor the resources from Colorín to really individual needs of teachers or departments or PLCs.

It can, in fact, start with a individual teacher who is courageous enough to get up in front of his peers all for the purpose of helping a community of teachers learn and grow.

In 2012, the New York City Department of Education, or NYCDOE — the largest public school system in the country — and the United Federation of Teachers, or UFT, designed a teacher career ladder to extend educators» skills beyond their individual classrooms and allow teachers to be powerful levers of change in school commTeachers, or UFT, designed a teacher career ladder to extend educators» skills beyond their individual classrooms and allow teachers to be powerful levers of change in school commteachers to be powerful levers of change in school communities.

Although individual teacher evaluation can be a part of an educational improvement strategy, it can not substitute for ongoing investments in the development and dissemination of profession - wide knowledge through pre-service preparation and work in professional learning communities.

The Community Roots Award recognizes a Louisiana charter school that demonstrates a commitment to community engagement through the development of partnerships with organizations, programs, and / or individuals from outside their school building to better meet the needs of their students, teachers, and overall school cCommunity Roots Award recognizes a Louisiana charter school that demonstrates a commitment to community engagement through the development of partnerships with organizations, programs, and / or individuals from outside their school building to better meet the needs of their students, teachers, and overall school ccommunity engagement through the development of partnerships with organizations, programs, and / or individuals from outside their school building to better meet the needs of their students, teachers, and overall school communitycommunity.

By doing this, they will have individuals who are responsible for driving forward their community projects, and developing their citizenship curriculum, and therefore wont burden subject teachers with these responsibilities.