Sentences with phrase «meet particular teaching»

TeachersFirst also offers collections on professional special topics to help you meet particular teaching challenges.

Not exact matches

Since the constant in the New Testament is the centrality of Jesus and his message, and not any particular explanation of why and how he is central, we are then free to interpret this centrality in a way that meets the needs of our own day and our own common sense, so long as we remain compatible with the basic thrust of Jesus» teaching.

This target was imposed upon Local Education Authorities, which are required to draw up detailed class size plans and to restrict admissions or increase teaching capacity at particular schools to enable the targets to be met.

There is also evidence that some teachers feel less confident about their ability to meet the needs of these students — something that may be a particular issue for teachers teaching out of field.

If the curriculum makes clear what all students are to be taught and should learn by particular times in their schooling, for example, by the end of Year 6, and if all teachers and students are held accountable for meeting these time - based expectations, then overall levels of achievement should improve.

As an educational psychologist I used to be involved in «cause for concern» meetings in a high school where staff who taught particular students would discuss needs and strategies.

The staff and pupils now have an excellent teaching and learning environment designed and built to meet the particular needs of the very special children that the school serves.

If MET had found classroom observations to be strong predictors of other indicators of effective teaching and if the combination of measures were a significantly better predictor than any one measure alone, then Gates could have offered evidence for the merits of a particular mixing formula or range of mixing formulas for evaluating teachers.

It demonstrates that a particular high school is teaching at a level that is appraised nationally, and it serves as a testament for higher education institutions that the students with accredited high school diplomas can meet the demands of college courses.

However some of the model documentation (in particular from teaching unions) would like only that information gathered from formal Performance Management / Appraisal meetings used.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

The group focuses on how best to use GLAD strategies to improve teaching to meet the particular needs of newcomer students.

Mary E. Dilworth will lead a discussion that probes beneath the surface to recognize and explain how the current generation of teachers and those of color, in particular, have a distinctly different mindset than their baby boomer and generation X predecessors; what habits of mind and experiences contribute to their understanding of quality teaching and student learning; what constitutes good and useful preparation and practice; and what processes and policies accommodate cultural responsiveness and allow for all students to meet their full potential.

Reflecting on her life as a designer, she chose motifs for the prints based on her work from particular years: two from the 1920s, when Albers was at the Bauhaus and met her life - long partner and later husband Josef; two from the 1940s, when the couple taught at the experimental Black Mountain College in North Carolina after having fled Nazi Germany; three from the late 1950s to the early «70s, after they resettled in Orange, Connecticut and Josef served as Yale University's Chair of the Department of Design; and two from the early 1980s, after Josef's death.

Fischl himself developed that particular faith as a young painter in the 1970s when he started to try to express himself on canvas, first at CalArts, the Disney - funded art college outside Los Angeles, and later in Nova Scotia, where he took a teaching job and met his wife, the celebrated landscape artist April Gornik, and finally in New York.