Sentences with phrase «less skilled teachers»

Extending the reach of excellent teachers by allowing them to remain in the classroom and support less skilled teachers can also foster positive school cultures and improve student outcomes.30 By assuming hybrid teaching roles, teacher leaders can work with other teachers throughout the school, thereby expanding their influence on students and student achievement.

Even if we buy the idea that teachers at the Met are so talented that they should be trusted to demand high performance from every student, what about schools with less skilled teachers and lower expectations?

Conversely, a less skilled teacher may be buoyed up by excellent materials, strong peer support for lesson planning, and additional specialists who work with students needing extra help.

Not exact matches

By contrast, the teachers who had been asked about «reading difficulties» were less likely to see the children's problems as permanent; were also more likely to believe that they would be able to help them, and that their skills developed with experience.

Bad teachers, for example, could benefit from feedback from students, but are much less likely to pore over teaching ratings than skilled teachers.»

In less expert hands, the language of standards merely reinforces the content - agnostic, skills - driven vision of schooling drummed into teachers in ed school.

In their 2004 action brief on the parent - involvement provisions of the No Child Left Behind Act, the Public Education Network and the National Coalition for Parent Involvement in Education cite several reasons for the low level of parental involvement in many schools, including a less - than - welcoming atmosphere, language and cultural barriers, insufficient training for teachers, and lack of parent education or parenting skills.

Started by veteran teachers who were exploring creativity in children, Key Learning's program is based on the theory of multiple intelligences, pioneered by Harvard University professor Howard Gardner, which holds that each individual possesses different forms of intelligence — verbal - linguistic, musical, logical - mathematical, visual - spatial, naturalistic, body - kinesthetic, intrapersonal (such as insight), and interpersonal (such as social skills)-- to greater or lesser degrees.

Behavior issues often drive inexperience teachers from the classroom; however if teachers met with other teachers to discuss discipline techniques and students problems, the inexperienced teachers would feel less isolated and develop positive skills when dealing with difficult students or communicating with difficult parents.

Because academic resources are relatively scarce in higher - poverty schools (e.g., there are more disruptive peers, lower academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.

A peer assessor with less skill at assessment but more time in which to do it can produce an assessment of equal reliability and validity as that of a teacher.

A low average salary for teachers suggests that a country may be drawing its teaching population from a pool of less - skilled workers.

However, overall growth in the demand for skilled workers is not enough to explain the trends in education; there must have been less growth in the demand for skilled teachers as well.

This means that, among women, the value of teachers» skills has grown by 15 percentage points less than the value of nonteachers» skills.

Whereas achievement tests that assess how well children can read, write, and cipher are widely available, non-cognitive skills are typically assessed using self - report and, less frequently, teacher - report questionnaires.

Second, when asked what content, skills, or knowledge are most important, teachers rank the guarantees of the Bill of Rights at the top, whereas concepts like federalism and the separation of powers and key periods like the American Founding fare less well.

Students should be provided with calculators and access to computers beginning in kindergarten, and teachers should spend less time on computational skills and more on mathematical concepts and problem - solving, according to the nation's largest organization of mathematics teachers.

«Content - area teachers in middle and high school feel less prepared to teach reading skills, and they also view reading skill as something that should have happened at the elementary level,» says Lecturer Pamela Mason, M.A.T.» 70, Ed.D.» 75, director of the master's program in language and literacy and the Jeanne Chall Reading Lab.

While everyone makes occasional errors, such as miscopying numbers from a text, more highly skilled teachers were less likely to make computational mistakes and to use math terms inappropriately.

A teacher with seven years of experience makes less than a teacher with 10 years, regardless of relative skills, performance, or any other factor directly related to student learning.

The findings — that teachers at all levels of experience can learn new skills from peers that translate into gains for students — might help fortify a new and less costly approach to professional development.

It might set less ambitious goals initially, because the inquiry has shown that teachers don't have strong enough knowledge and skills in the teaching of writing.

Guidance released in 2010 by the Department for Education and Skills recommends taking a positive approach, so that rather than focusing on what not to do, the teacher encourages pupils to recognise what they already do in life to keep themselves safe, and to extend this to less familiar places and situations.

A similar study also suggested a positive correlation between teachers» ratings of attractiveness and expectations of children's skills [26] showing that teachers judged children rated as more attractive as more social, confident, popular, academically strong, and more likely to become leaders than students who were rated as less attractive.

Glynn's concern about New York's test is that teachers will react by focusing more on reading, and less on writing, speaking and listening, all skills that he thinks are critical.

Measures of teachers» academic skills, such as their verbal ability, may more accurately predict their effectiveness, but there is far less evidence on this issue, and these findings are also not conclusive.

It is no coincidence then that research has shown students who spend their full K — 12 education career in public schools in states that require collective bargaining with teachers unions earn less money, work fewer hours, are more likely to be unemployed, and are more likely to be employed in lower - skilled jobs than are their peers in states without collective bargaining laws.

More frequently, studies were designed to examine the effect of a comprehensive preparation program, yielding findings of value to those interested in replicating the entire program, but with less utility to those interested in understanding which knowledge and skills mattered for which teacher leader roles.

When school leaders already have a good understanding of teachers» skills, value - added measures may not add much, but they may be helpful for leaders who are new to the job or less skilled at evaluating teachers through other means.

As field trips have a prominent position among teachers of all generations, VFTs may serve as a gateway to engage those who are less prone to the use of technology to develop some skills and become more comfortable teaching with it.

Some teachers might conclude that the modern digital era of universal internet and video - based information might indicate that writing skills are less important than in prior decades.

Less than a decade ago the majority of teacher education programs in the country offered stand - alone technology courses that focused primarily on technical skills and trouble - shooting strategies to prepare teachers to use technology (U.S. Congress, Office of Technology Assessment [OTA] 1995; Willis & Mehlinger, 1996).

Joyce Faller, a Quitman reading teacher for grades 1 - 3 and a union representative, said teachers are trying, but each year children show up with less developed academic skills.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

For example, teachers in one district were struggling with their district's report card format, as their new approach to instruction focuses less on teaching skills and standards in isolation and more on holistic knowledge - building.

Charters, therefore, attract teachers who cost less, have less classroom experience, and may lack the crucial professional skills needed to become effective teachers.

Once they reached this intentional stage, the Armstrong teachers could distinguish between their new formative assessment skills and their previous, less comprehensive formative practices.

Baltimore, Maryland, and Cleveland, Ohio, have adopted performance - based career ladders that allow effective teachers to assume differentiated roles within their schools, thus supporting colleagues who have less experience or skill; in other districts, consulting teachers both mentor and evaluate fellow teachers in peer assistance and review (PAR) programs.

A school - based teacher preparation program in which a prospective teacher, for not less than one academic year, teaches alongside an effective teacher, as determined by the state or local educational agency, who is the teacher of record for the classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and in the teaching of the content area in which the teacher will become certified or licensed; and acquires effective teaching skills, as demonstrated through completion of a residency program, or other measure determined by the state, which may include a teacher performance assessment.»

Teachers need to be able to identify the cohorts that are under - performing, which topics are being taught less effectively, and which skills their pupils are acquiring less fluently.

«Even if a teacher knows less than a student about how to operate a particular piece of technology, they are still more equipped with the higher order critical thinking skills and the subject knowledge to apply to digital technologies.»

The best professional learning for teachers helps them acquire, practice, and apply new skills to better serve their students.2 But despite annual investments of $ 18 billion by federal, state, and local agencies into professional learning for educators, many teachers still do not receive the kind of professional learning that helps them grow and improve their practice.3 Less than one - quarter of teachers say that they have changed their instruction as a result of professional learning, likely in part due to the lack of a consistent professional learning strategy across states and school districts.4 Learning Forward, a nonprofit association dedicated to supporting professional learning for educators, contends that the current state of professional learning is one of «inertia.»

Further, policies must be structured in ways that tease out the attributes and skills of excellent educators and identify and develop these in less effective teachers.

Research shows that improving teacher skill in preventative behaviour management can lead to less referrals to the office for action.

Faxon - Mills, Hamilton, Rudnick, and Stecher (2013) found that these tests, which typically measured basic knowledge, drove teachers to spend more effort «promoting basic skills while devoting less attention to helping students develop creativity and imagination» (p. 16).

If you are an educator with six years or less in the classroom and are looking to improve your skills, plan to attend CEA's New Teacher Conference on April 1 at the Mystic Marriott Hotel in Groton.

Because a teacher can not influence how much the student knew at the beginning of the year, comparing end - of - year performance will work against teachers whose children began the year with less knowledge or skill.

One main concern is reference bias, or the effect of survey respondents» reference points on their answers.37 Students, for example, attending competitive schools often rate themselves as having less self - control or as less hardworking because of their schools» rigorous expectations.38 Accordingly, some experts caution that using SEL to classify schools could ultimately punish high - performing schools while rewarding low - performing schools.39 Additionally, teachers may misinterpret behavior, erroneously rely on first impressions, or incorrectly equate their opinion of a student with the student's social - emotional skills.40

His new work addresses research on how effective teachers teach less - structured skills: how to summarize, how to take notes, how to ask appropriate questions, etc..

Alternatively, some teachers may be more effective at teaching some content and skills and less effective at others.