Sentences with phrase «less work for teachers»

Small class size means less work for teachers.

Not exact matches

The one wish that teacher Stathis Nikitopoulos, 38, has for 2018 is for his friends and family, who work in the private sector, to worry less about potentially losing their jobs.

Less than two weeks after the worst mass school shooting in Florida history, teachers and staff returned to the campus of Marjory Stoneman Douglas High School for the first of two work days with a rainbow shining in the distance.

For all that, he was as such still distinguished in the eyes of his disciples from the many lesser teachers of salvation who lived and worked around him, for he claimed to be the first — without a «model» — to have found this salvatiFor all that, he was as such still distinguished in the eyes of his disciples from the many lesser teachers of salvation who lived and worked around him, for he claimed to be the first — without a «model» — to have found this salvatifor he claimed to be the first — without a «model» — to have found this salvation.

«The stark facts remain that BME teachers are under - represented in the teaching profession particularly at the most senior levels, they are paid less than their white counterparts, they experience widespread discrimination when applying for jobs or promotion and often have to endure racist comments and abuse at work.

In addition to eliciting testimony from two current teachers with the education program who «have always been paid substantially less than what Percoco's wife was paid for performing similar work,» the government will likely seek to undercut the notion that the payments were bonafide by citing alleged efforts at concealment.

So basically you can have experienced teachers working for less than the cost of brand new teachers.

- GDP per capita is still lower than it was before the recession - Earnings and household incomes are far lower in real terms than they were in 2010 - Five million people earn less than the Living Wage - George Osborne has failed to balance the Budget by 2015, meaning 40 % of the work must be done in the next parliament - Absolute poverty increased by 300,000 between 2010/11 and 2012/13 - Almost two - thirds of poor children fail to achieve the basics of five GCSEs including English and maths - Children eligible for free school meals remain far less likely to be school - ready than their peers - Childcare affordability and availability means many parents struggle to return to work - Poor children are less likely to be taught by the best teachers - The education system is currently going through widespread reform and the full effects will not be seen for some time - Long - term youth unemployment of over 12 months is nearly double pre-recession levels at around 200,000 - Pay of young people took a severe hit over the recession and is yet to recover - The number of students from state schools and disadvantaged backgrounds going to Russell Group universities has flatlined for a decade

A Teaching Assistant earning about # 7 per hour, working part time and being paid for just 30 weeks per year, typically only pays into the LGPS for less than seven years; whereas a male teacher on retirement may have 30 years of contributions behind him.

«The Coalition Government has still not provided any information on the need for reform to the TPS and today's statement confirms that teachers will be expected to pay more, receive less and work longer for their pensions.

These experiences were less about the above - grade level solutions, and more about exploring the concept of reasoning, something that John Holt often highlights in his works, particularly his book How Children Fail, which I can not recommend enough for math teachers of all levels of experience.

In the median state, less than half of all teachers are expected to work long enough to vest in their retirement plan — meaning that despite big spending and promises, less than half of all public - school teachers, on average, will ever receive retirement benefits for their years on the job (see Figure 3).

But despite all the anecdotes about teachers being lured away from public schools to lucrative private - sector work, the available evidence shows that, if anything, teachers earn less when they leave teaching for another job.

So, teachers work 9.4 % fewer days for 8 % less pay, full benefits and two more years of guaranteed employment.

That works out to approximately $ 150,000 per job, an exceptionally bad deal for taxpayers considering that the average new teacher (who would have been first in line for a pink slip) makes considerably less than half that in salary and benefits.

Teachers» retirement benefits become a drag on total compensation when the increase in benefits for an additional year worked is less than the amount lost from the lost year of collecting a pension during retirement.

After declaring, «there is no secret,» Friedman fell back on some stock explanations for high achievement, focusing in particular on changing how teachers are trained and re-organizing their work day to allow for less instruction, more professional development, and ample time for peer interaction.

The teachers, administrators, parents, anyone who has ever stayed a little later and worked for less because the job needed doing.

Nearly every state has created less generous plans for new workers, plans that will require new teachers to pay more money up front, remain in their jobs longer before they «vest» into the system and qualify for even a minimum benefit, and work longer before they retire with full benefits.

But a group of teachers working together in a protected space, where open source cowboys couldn't trespass, could produce far more innovative material than Forte sees in conventional texts, and for far less money.

And pre-primary teachers have often still less working time than their primary school peers for tasks outside the classroom.

Growing Caring Citizens Through Good Works Social studies teacher Peter White always felt compelled to help the less fortunate, and he spread and channeled his passion through a student club called Students for 60,000.

Add in the greater differential in job security for US teachers vs US private industry, earlier retirement, less working hours and I doubt there is much if any real discrepancy.

As a result, teachers are willing to work for less in the private sector.

In fact, for all the talk about the «democratic values» implicit in local control, the decibel level of the past few years has been caused less by a legitimate debate about the merits of the work than an internecine fight over which faction would control the local teachers union, a mayor's race pitting «old» vs. «new» Newark (read: Sharpe revanchists vs. Cory defenders), and the aspirations of what Curvin calls the «resource distributors» — those who view the power and wealth allocation opportunities of the school system as an end in itself.

If teachers were under pressure to improve scores on tests (which were not aligned with the standards), and worked under conditions that restricted their authority and responsibility for instructional decision - making, they were less likely to reconceptualize curriculum and evaluation in their schools.

We broadened our initial search to look at teacher leadership beyond mathematics and science for two reasons: 1) to identify «what we know» with a more expansive definition of leadership (i.e., not limited to math or science) that maintains a connection to instruction (and therefore to the prior search) and 2) to include studies of less formalized teacher leadership work.

For example, research reveals that educators who work at schools with fewer than 150 students are significantly less likely than teachers in larger schools to participate in mentoring and coaching, to collaborate regularly with other teachers, and to take college courses.

When teachers «gradually do less of the work while students steadily assume increased responsibility for their learning, it is through this process that students become competent, independent learners.»

«There for awhile, there were a lot less comfortable with project - based work because elementary teachers were getting ready for a test, and they threw out some of the big projects kids used to do,» says Zook.

To put it another way, most teachers are getting less from their employer than if they worked for a private - sector company where workers got Social Security and a 5 percent match on 401k contributions.

A new report from the Organization for Economic Cooperation and Development, released June 25, found an average of 64 percent of U.S. teachers work in schools where more than 30 percent of the students come from poor households and they have far less time for daily preparation and collaboration.

Making it work, however, requires admitting that job security is a benefit for teachers and that taking it away will — all else equal — make being a teacher less appealing.

Parents should be encouraged to be less involved with the child's actual homework task and more involved in communicating with the teacher — writing notes when students don't complete work, asking for adaptations, or documenting how much time the child spent on the task.

If preservice teachers work solely in a familiar environment, they may refine their knowledge of a specific technology medium but fail to learn less familiar media that offer positive benefits for future teaching and learning.

Although analyzing student work has become an increasingly popular way for teachers to improve student learning, 1 teaching students how to analyze their own work has received less attention.

The defenders of the status quo always want to say they really are for teachers working harder and calling in sick less and missing fewer days and firing truly bad teachers, but they just want to do it another way.

The backdrop for the work by Travis Bristol of Teachers College, Columbia University and Ron Ferguson of the Harvard Achievement Gap Initiative is the startling fact that black males, who are six percent of the U.S. population, makeup less than two percent of the nation's public school tTeachers College, Columbia University and Ron Ferguson of the Harvard Achievement Gap Initiative is the startling fact that black males, who are six percent of the U.S. population, makeup less than two percent of the nation's public school teachersteachers.

More importantly, it is unfair to high - quality teachers, especially younger teachers, who don't get immediate reward for their performance, have to wait 20 years or more to reap the full benefits, may not get the full benefits if they leave the profession (which is possible in an age in which one can change careers at least three times during their working lives), and must deal with laggard colleagues being paid equal pay for less - than - stellar work.

In Prince George's County, for example, 42 % of teachers had been working less than six years, with numbers in Charles County and Baltimore City County hovering near 40 %.

This method of instruction follows a progression during which teachers do less of the work and students gradually accept an increased responsibility for their learning.

«In the U.S., teachers have less time for professional development, teacher collaboration, lesson preparation, working with students individually,» said Schleicher.

«Teachers are faced with a pay freeze and cuts to pensions which mean they have to work longer for less.»

«There is a significant perceptual issue among minority teachers in particular that working in Madison is somehow different — less welcoming, less engaging — for minority staff,» she said.

For Taylor, a twenty - something who wears jeans and sneakers to work, other job prospects offered less opportunity for her to team up with other teacheFor Taylor, a twenty - something who wears jeans and sneakers to work, other job prospects offered less opportunity for her to team up with other teachefor her to team up with other teachers.

Partly because of the lack of time to observe and work with one another, U.S. teachers receive much less feedback from peers, which research shows is the most useful for improving practice.

And, yes, we agree there should be a way for dismissal of tenured teachers, there should be a way to have the process so that it works faster and at less cost to all parties.

Young teachers today say that they are less motivated than previous generations by a career in which their work responsibilities do not change over the course of their employment.16 Moreover, young teachers want to receive frequent feedback on their teaching, and they want to be rewarded for proving their ability to help students learn.17 Career pathways can provide young teachers with the feedback and mentorship that they report are lacking.18 Additional pathways can provide opportunities for these teachers to grow and excel, which is critical in order to increase student achievement and retain great teachers.

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.

To make room for such test prep, we have cancelled guest presentations by mentor teachers from local schools, reduced time previously set aside for student teachers to collaboratively develop curriculum, and devoted less time to working with students in collecting data for their action research projects.