Sentences with phrase «language arts teachers work»

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The teacher works with a team of educators to implement a multi-sensory, hands - on / minds - on, nature - based science curriculum; incorporating emergent language and math experiences along with creative arts, music, cooking and the development of social skills.

The scores of New York City students increased slightly in both math and English language arts on the latest state tests, released on Aug. 14, as students became more familiar with the Common Core Learning Standards and their teachers worked hard with what materials and training they eventually got.

Before starting her writing career, Tanya Brown worked as an eighth - grade language arts teacher.

In contrast, inspired by the work of Professor Lucy Calkins at Columbia University, my son's third - grade teacher decided to shake up her language arts homework.

Today I want to share a really cool site that ~ Sarah Pennington ~ a language arts middle school teacher at the school where I work ~ uses with her...

At the same time, the museum hired a group of six paid advisers — two visual - arts teachers, two language arts teachers, and two history / social studies teachers — who worked with the museum over a period of about two years.

Mr. Martin, 41, previously worked as a language arts teacher at Coolidge.

Sunday's program offered some more leisurely activities, including a public art walk with an alumna who works in Boston's cultural affairs office; a calligraphy workshop with a Chinese language and culture teacher from Boston Latin School; and a storytelling and drawing workshop with a museum educator from New York.

I am a former high school language arts teacher who has been working in education research since 2005.

Edwards Middle School teacher Hassan Mansaray works with one of his students in his English language arts class.

Digital mapping tools like CommunityWalk provide a somewhat simpler format to work with, so even the novice language arts teacher can try his or her hand at digitalizing a favorite novel study.

The linchpin of the state's work has been providing incentives for districts and schools statewide to adopt and implement a high - quality and coherent curriculum, particularly in English language arts (ELA) and mathematics, and to use that curriculum as the hook on which everything else hangs: assessment, professional development, and teacher training.

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develTeacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develteacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develteacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develteacher - directed professional development.

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.»

In the Architecture and Engineering academy, five teachers work in a cohort, including architecture, language arts, science, history, and math teachers.

As long - time classroom teachers now working as teacher educators preparing future middle - and high - school language arts and social studies teachers, we persistently seek ways to improve our coursework and clinical experiences.

Kaitlyn Watson, a middle school English language arts teacher in North Carolina, has students build their own vocabulary lists from the context of their reading instead of generating whole - class lists for them, and then «they break down context clues and work toward their own applications of the words.»

Although I now teach 6th - grade English language arts, I know that an early childhood teacher or a math teacher can view the work in a way that I would never have thought, which is invaluable.

This work of identifying the building blocks in English language arts and math for students to learn in a logical and progressive manner will be of great use to teachers.

It is also evident that the relations between language arts policy and practice are complex and at least partly dependent on the knowledge, beliefs, goals, and experience of the administrators and teachers who work with these types of policy tools.

Prior to full - time work at CEL, Joanna has worked as a middle school language arts teacher, secondary literacy coach and as a consultant for CEL.

Resistance might also be greater for high school teachers who typically view themselves as subject specialists, said veteran educator Ray Salazar, who blogs about his work teaching English language arts at a Chicago public high school.

A pair of webinars last month offered an overview of how and why content knowledge for teaching (CKT) can be embedded in education course work, looking particularly at the preparation of elementary teachers in English / language arts (ELA) and mathematics.

On Wednesdays, the teacher and paraprofessional worked with the class on literacy and language arts activities throughout the morning.

Along with colleagues, Gibbons is examining how elementary teachers engage in the complex work of using key discussion practices to achieve equity - related and discipline - related goals in mathematics, science, and English language arts.

• Teacher leaders in language arts, mathematics, science and social studies work closely with the staff and administration.

In 2014 I worked with an English language arts teacher to use data to drive classroom instruction.

«I've been working with ELL students my whole career,» said Scott Jensen, an eighth grade language arts teacher at Centennial Middle School in Portland, Ore. «I still feel like it's been only recently that I've been making tangible strides with these students.»

As part of a high school reform initiative, 10th grade English language arts teachers and literacy coaches worked with a data coach to define essential questions about students» reading performance.

English language arts teachers have long had an established practice of using film adaptations of the literary works their students read.

For example, 5th and 6th grade math teachers might work on strategies for teaching word problems, and middle school language arts teachers might collaborate on evaluating student writing.

Facing History and Ourselves works with middle and high school teachers in history, language arts, government, arts, and elective courses.

Michael Cohen, Ed.D., has worked as a high school English teacher, supervisor of language arts, and as a high school assistant principal in New Jersey.

If the goal is to work on interdisciplinary connections and authentic real world tasks, it can be beneficial to have teachers from different subject areas work together on creating such projects, e.g., physics and calculus teachers, or algebra and mathematics teachers, or science and language arts teachers, etc..

Cardenas said the increase in the percentage of high school juniors identified as ready or on pace to be ready for college - level courses in English language arts could be due to a CSU initiative that has trained high school English teachers to prepare more students for college - level work.

For teachers in math and language arts, between grades 4 and 8, we are currently working on developing student growth (ratings) for the pilots.

Doug, according to Cardenas as expressed by the author,» the increase in the percentage of high school juniors identified as ready or on pace to be ready for college - level courses in English language arts could be due to a CSU initiative that has trained high school English teachers to prepare more students for college - level work.»

In their report to the entire class they discussed availability of technology as well as strategies they might use when working in that school as teachers of English language arts.

Since Utah voluntarily adopted the Common Core standards in 2010, teachers have worked hard to learn new curricula, create new lesson plans and design other materials to bolster student achievement in mathematics and language arts.

He works with teachers and districts to refine the use of science notebooks in classrooms focusing on formative assessment and the connections to language arts.

Francis has been an educator for more than 20 years, working as a middle and high school English language arts and math teacher, a site administrator, and an education program specialist in the Title I unit of a state education agency.

The Assistive Technology Team is an interdisciplinary group of program support teachers, speech and language pathologists, occupational therapists, physical therapists and adaptive art and music professionals working together to provide assistive technology and augmentative communication to the district's staff and students.

She has been a consultant to schools, designing language arts curriculum, training teachers, and working with parents.

Whether teachers are new or highly experienced; teach elementary or secondary; specialize in language arts, science, or social studies; or work with general education, special education, intervention or English language learners, Achieve3000's PLS offerings will change the way they think about professional development.

Classbooks work especially well for teachers doing a collaborative book for a variety of subjects, including English, social studies, math, science, language arts, and more.

On one team, the math teacher planned to work on ratio and proportion the following week; the science teacher would teach about layers of the Earth; the social studies teacher would introduce gross domestic products, literacy rate, and economics; and the English language arts teacher would review parts of speech and strategies for reading informational text.

Teachers in adult and continuing education work in a variety of educational settings instructing adult students in a diverse assortment of courses such as art, music, math, language, technology, cooking, and health.

In the Conversation Currents for the January 2015 issue of Language Arts, Troy Hicks and Franki Sibberson, two educators who actively integrate technology into their language arts teaching, as well as into their work in teacher professional development, discuss what happens when we think of writing workshop as a structure for supporting students as composArts, Troy Hicks and Franki Sibberson, two educators who actively integrate technology into their language arts teaching, as well as into their work in teacher professional development, discuss what happens when we think of writing workshop as a structure for supporting students as composarts teaching, as well as into their work in teacher professional development, discuss what happens when we think of writing workshop as a structure for supporting students as composers.

Teachers and administrators in Park City School District are actively working to effectively implement the new Utah Core Standards in mathematics and language arts K - 12.