Sentences with phrase «meet with their teacher regularly»

Not exact matches

For the last five years, a group of gifted teachers of philosophy and law has been meeting regularly with friends on the federal bench under the auspices of our James Wilson Institute on Natural Rights and the American Founding.

The group should meet regularly with each other and perhaps quarterly with the school district leader, explains lead author Elizabeth Budd, M.P.H. Tapping into existing committees and resources (like the Parent Teacher Association, physical education teachers, and parents and community members with pertinent knowledge or skills) for help also can be key.

Instead teachers have an ongoing dialogue with their students and meet regularly with parents to talk about the children's progress.

Each year, the district pays the museum $ 35,000 per grade to help support the school, three - fourths of which funds museum education staff, who meet regularly with teachers and a curriculum integration specialist to brainstorm opportunities to tie lessons to collections and exhibits.

The district allocates time for Glandon to meet regularly with Arnold and the teachers, and every four to six weeks, the group reviews the curriculum taught in all 30 of the district's kindergarten classes, identifies unit objectives, discusses skills they should reinforce, and brainstorms activities in which grandmas and grandpas can help students learn.

At Success, she meets with her daughters» teachers regularly, reviewing their «action plan.»

This is an argument that draws wide support from educational bodies and providers, as REC Education regularly meets with teaching unions, government departments and local authorities, creating consensus that teacher absence should not lead to a poorer standard of teaching.

Encourage teacher pairs to work closely with one another, and to meet regularly — discussing each other's evaluations, observing each other teach, talking regularly about strategies for improvement.

Staff willingness to share practice has increased significantly, with class teachers regularly sharing practice via staff meetings, resource sharing, professional development and collaborative planning.

It means the amount of time parents spend with their kids, the ways in which and the effectiveness of how they discipline them, and the time they spend on their sutdies (doing homework with them, meeting with and talking to their teachers and other parents regularly), etc..

Only half of districts allow beginning teachers to attend regularly scheduled meetings with their principal.

Students would meet regularly with their teachers, who would guide them as they build personal portfolios about their topics.

Guided by tools such as a high - tech calendar that charts the time the principal is spending with teachers and others, the SAM or SAM team meets regularly with the principal to schedule instructional leadership time, reflect on whether and how changes in time allocations are affecting instruction, and designate other school staff members to tend to busing or other matters that don't need to be handled in most cases by the principal.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Teachers, who must apply to participate, conduct a yearlong research project into an aspect of student learning and meet regularly with a team of fellow teacher scholars at their school or at Mills College to discuss their research.

Do you regularly ask teachers to share their grade books along with their plan books when you meet with them to discuss student performances?

After we introduce teachers to the basic principles of assessment for learning, we encourage them to try out two or three techniques in their own classrooms and to meet with other colleagues regularly — ideally every month — to discuss their experiences and see what the other teachers are doing (see Black, Harrison, Lee, Marshall, & Wiliam, 2003, 2004).

Teachers and specialists meet regularly with classes during snack time.

As Michael J. Schmoker notes in his 2006 analysis of the American educational system, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning, providing teachers with time to meet regularly to carefully examine assessment data, set goals, share and create lessons, develop common formative assessments, and review student work will ultimately lead to a better end result.

Interdisciplinary planning begins with an opportunity for arts and non-arts classroom teachers across content areas to meet regularly to create a plan for instruction that centers around a theme, concept, issue, problem or topic and allows each discipline to bring their curricular goals to the planning process.

She is the school's lead fourth grade teacher, which enables her to meet regularly with school leadership and her colleagues to discuss strategies that have been successful, as well as ways they can work collaboratively to improve every student's educational experience.

Teachers and administrators meet regularly to discuss student progress and work with each individual student to achieve success.

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 pRegularly 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 pregularly 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.

I meet regularly with teachers, principals, local Superintendents and representatives for local boards of education to share information and discuss how we might strengthen instruction for students.

Consistently, teachers tell us what's most helpful to improving their practice and implementation is meeting regularly with a team of teachers using digital content and focused on personalization.

The state requires that each local school system design a program incorporating components established by the state, including: an orientation program for new teachers prior to the start of the school year, mentor support such as regularly scheduled meetings during non-instructional time, opportunities for new teachers to observe and co-teach with skilled teachers with follow - up discussion of the experiences, ongoing professional learning activities, and ongoing formative review of new teacher performance such as classroom observation.

The Special Education Teacher will be responsible for the successful completion of the following tasks: + Manage and provide instructional guidance, virtual teaching and general strategies for a caseload of students; + Develop, write and help implement IEPs; + Evaluate tests and assessments, complete report cards and conduct parent conferences; + Communicate regularly with parents / learning coaches of students with special needs to insure that their IEP goals are being met, and that their needs are addressed in a timely and appropriate fashion; + Consult with teachers and coordinate the implementation of specially designed instruction as defined in the IEP regarding students with specific needs and potential learning issues; + Provide direct services to students including services delivered through web - conferencing software, as needed; + Schedule, organize and conduct IEP related meetings in a virtual environment, as needed; + Participate in the school's Student Support Team; help teachers and learning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as assigned.

NSU Teacher Education Program Candidate Regularly assumed role of lead teacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher confeTeacher Education Program Candidate Regularly assumed role of lead teacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher confeteacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher confeteacher conferences.