Sentences with phrase «language teacher varies»

Not exact matches

It's difficult to say with any precision, because the number of English - language learners, the complexity of teacher requirements, and how preparedness is even defined varies greatly from state to state.

Strong programs that have the most effect, they found, are Native language and culture immersion programs that enhance student motivation, ethnic pride, and self - esteem; provide varied opportunities for parent and elder involvement; and provide investment in teacher professional development and «community intellectual resources,» as evidenced by «grow your own» approaches to Native teacher preparation.

The percentages for both certified and experienced teachers in both groups of data, however, did not appear to vary by student disability status, English language learner status, or grade level.

This means that general education classroom teachers, who may be accustomed to working primarily with students who speak English fluently, will need to adapt their teaching techniques to reach students who have varying levels of English language proficiency.

Nationally, teacher preparation programs vary widely in terms of providing in - depth training on instructional strategies for English language learners and methods of addressing the needs of students with varying levels of language proficiency.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

Teacher observation systems, which are increasingly used to measure teacher effectiveness, also tend to vary in how they assess teachers in meeting the needs of English language learner stTeacher observation systems, which are increasingly used to measure teacher effectiveness, also tend to vary in how they assess teachers in meeting the needs of English language learner stteacher effectiveness, also tend to vary in how they assess teachers in meeting the needs of English language learner students.

Scholarship Name: The Vermont Language Teacher Scholarship Provider: Middlebury College Amount: Varies Info and Availability: Current high school language teachers in the State of Vermont.

The list of problems with public schools in L.A. — from effectively teaching English language learners to dealing with an anti-reform-minded teachers» union to bad principals and teachers to a huge, messy bureaucracy to better parent involvement and so forth — is long and varied.

While results vary somewhat, these studies find that the students of teachers who enter teacher through highly - selective alternative routes experience better achievement gains than the students of the unlicensed teachers they replaced; comparable, or in some cases somewhat better, math achievement gains than the students of teachers from traditional preparation pathways; and comparable, or in some cases somewhat worse, achievement gains in English language arts than the students of teachers from traditional preparation pathways.

Other teacher educators have enumerated technology principles for preservice education that vary according to subject matter, including English language arts (Pope & Golub, 2000), science (Flick & Bell, 2000), mathematics (Garofalo, Drier, Harper, Timmerman, & Shockey, 2000) and social studies (Mason et al., 2000).