Sentences with phrase «issues of teacher voice»

We welcome the chance to respond on issues of teacher voice; diversity and achievement; and what Al Shanker might say today about the state of charter schools.

Not exact matches

UFT President Michael Mulgrew said: «Delegates representing every part of the teachers union got a chance to have their voice heard on this issue and their message is clear — individual merit pay hasn't worked and doesn't work for schools and kids.»

Several new groups work to amplify the voices of top classroom teachers as they weigh in on controversial policy issues, as with the evaluations in Los Angeles.

For instance, one student was hearing voices and stalked a teacher, who had an order of protection issued.

Expanding collective bargaining for teachers to more states and to more education issues will give educators greater voice, and in so doing, indirectly strengthen the voice of students.

«She is a distinguished, thoughtful, powerful voice on issues of race and ethnicity, and an engaging and inclusive teacher.

Richard Colvin wrote about teacher voice organizations in «Taking Back Teaching: Educators organize to influence policy and their profession,» which appears in the Spring 2013 issue of Education Next.

In the Spring 2013 issue for Ed Next, Richard Colvin wrote about a number of new organizations aimed at giving teachers a greater voice in how their profession works and in education policy.

As Colvin explains, some groups work to amplify the voices of top classroom teachers as they weigh in on controversial policy issues; other groups try to keep successful teachers in the profession by giving them opportunities to assume leadership roles or try to change the way teacher unions work so that they are more democratic.

One of the main factors is the issue of voice, and having say, and being able to to have input into the key decisions in the building that affect a teacher's job.

The survey contained a broad set of questions, designed to draw out the views and voices of teachers on timely and important issues in education.

CO ASCD's efforts to support teacher voice in education decision making include hosting online conversations with policymakers (see Education Issues in Focus at www.coascd.org), conducting policy summits, inviting policymakers and educators to write policy - related blogs or articles for our newsletter, connecting with other organizations in the state that promote education advocacy (for example, Commissioner Anthes» Teacher Cabinet http://www.cde.state.co.us/cdecomm/teachercabinet), providing information about policy priorities in Colorado (for example, State Board of Education priorities (http://www.cde.state.co.us/cdeboard/sbe2017legpriorities), and participating in ASCD education advocacy actiteacher voice in education decision making include hosting online conversations with policymakers (see Education Issues in Focus at www.coascd.org), conducting policy summits, inviting policymakers and educators to write policy - related blogs or articles for our newsletter, connecting with other organizations in the state that promote education advocacy (for example, Commissioner Anthes» Teacher Cabinet http://www.cde.state.co.us/cdecomm/teachercabinet), providing information about policy priorities in Colorado (for example, State Board of Education priorities (http://www.cde.state.co.us/cdeboard/sbe2017legpriorities), and participating in ASCD education advocacy actiTeacher Cabinet http://www.cde.state.co.us/cdecomm/teachercabinet), providing information about policy priorities in Colorado (for example, State Board of Education priorities (http://www.cde.state.co.us/cdeboard/sbe2017legpriorities), and participating in ASCD education advocacy activities.

Against a backdrop of the opportunities provided by the Every Student Succeeds Act (ESSA) and the challenges for education posed by the new federal administration, the Annenberg Institute for School Report has released an issue of Voices in Urban Education (VUE) and an online supplement that proposes performance assessment as a personalized and rigorous alternative Read more about Performance Assessment: Fostering the Learning of Teachers and Students (update)-LSB-...]

Last year, this series profiled Educators for Excellence founders Evan Stone and Sydney Morris, who launched Educators for Excellence in New York City and state to engage teachers in education policy issues and provide a platform for teacher voices to be heard by policymakers and the media — with the ultimate goal of elevating the profession and ensuring that teacher expertise informs smart education policy choices.

What's been missing in the media's coverage of education issues is the voice of the classroom teacher.

The open letter — signed by myself, Gordon and Sarah Brown, Lee Bollinger, the President of Columbia University, Hanan Al Hroub, the winner of the Global Teacher Prize, and leading voices at other academic institutions — demonstrates a broad consensus on this essential issue of refugee education.

Lapp is coeditor of Voices From The Middle, published by the National Council of Teachers of English (NCTE) and has authored, coauthored, and edited numerous articles, columns, texts, handbooks, and children's materials on reading, language arts, and instructional issues.

Enhanced professional learning — provides teachers a voice in determining their own professional learning needs, with encouragement for continued growth and support, for example in the form of released time, professional learning communities, and productive meetings that support discussion and brainstorming about school and district issues.

Many of the issues articulated by PEAC members are ones that CEA has voiced concern about already and addressed in the proposed CEA teacher evaluation guidelines released at a news conference last week.

One of the main reasons that teachers leave a post, according to Richard Ingersoll, a University of Pennsylvania professor who studies teacher turnover, is the issue of «voice.»

The authors cover a variety of topics and offer rationale for listening to students, barriers to student involvement, engaging «student voice» in constructivist classrooms, issues of social justice and authenticity, and how pre-service teachers can — and must — learn from students.

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.

It became official Thursday: The largest, most organized voice for Oklahoma teachers issued an ultimatum to legislators that teachers will shut down much of Oklahoma's public - school system indefinitely unless serious money is found to boost teacher pay and education funding.

Her background as a visual arts teacher informs her research on how students learn in and through the arts, art making and the development of voice and identity, and issues of access and equity in arts education.

Coeditor of Voices From The Middle, published by National Council of Teachers of English, Lapp has authored, coauthored, and edited numerous articles, columns, texts, handbooks, and children's materials on reading, language arts, and instructional issues.

«E4E teachers have issued nationally significant policy papers; shaped new legislation, district policies, and union resolutions; and elevated their voices through thousands of media hits and advocacy actions on issues such as teacher evaluation, school funding, and school climate.

June 18, 2015 (New York)- Educators 4 Excellence - New York, a teacher - led organization that seeks to elevate the voices of teachers in policy discussions, unveiled preliminary recommendations for both New York State and New York City around the issue of school climate and the creation of safe, welcoming communities.

What sets the Student Voice Initiative apart from other student initiated projects is that it explicitly articulates the importance of intentionally seeking out student voice, intentionally providing opportunities to move from listening to hearing, and articulating the importance of us [principals and teachers] working with our students on issues that matter most to them.»