Sentences with phrase «most accomplished teachers»

We knew we had to attract the strongest, most accomplished teachers for this school.

The Ryan Fellowship is looking for a group of the most accomplished teachers in the United States, with the highest leadership potential, to participate in a unique yearlong fellowship program preparing them to become principals ready to create student achievement - accelerating schools in Chicago, New York City, and Los Angeles.

In our earlier study (Taylor et al., 2000), we also found that telling was a common style of interaction, with the least accomplished teachers preferring to tell children information, and the most accomplished teachers preferring an interactive coaching style.

The school is designed to attract and retain the most accomplished teachers in the field, and so far, it's working.»»

In the present study, we found that more of the most accomplished teachers frequently encouraged higher level responses to text.

While a coaching preference did not emerge as a general difference among teachers across school effectiveness ratings, we did find that the practice of coaching during reading to provide word recognition instruction was found to be a characteristic of teachers in the most effective schools and the most accomplished teachers in general.

The differences between the school level and the accomplishment analyses suggest either that the most accomplished teachers are not necessarily the best communicators or that teacher effects are moderated by a school - level ethic for this type of activity.

Thirteen of 22 most accomplished teachers, 11 of 15 moderately accomplished teachers, and 5 of 11 least accomplished teachers were frequently observed providing explicit phonics instruction (see Table 19).

As has been found in the research on effective teachers (Brophy, 1973; Wharton - MacDonald et al., 1998), the most accomplished teachers in this study were experts at classroom management, as reflected in the summaries of observations and in the time - on - task ratings.

A higher incidence of most accomplished teachers exhibited a preferred interaction style of coaching (n = 13; 48 %) than did the least accomplished teachers (n = 1; 6 %) or moderately accomplished teachers (n = 5; 21 %).

In kindergarten, the most accomplished teachers and teachers in the most effective schools were helping children apply their emerging phonemic awareness and phonics knowledge to the tracking and reading of big books and to writing.

The most accomplished teachers managed, on average, to engage virtually all of their students (96 %) in the work of the classroom.

Analysis of logs revealed that the most accomplished teachers (when considering all - day and half - day programs separately) spent more time on phonemic awareness and phonics activities than the least accomplished teachers.

What emerges is a pattern in which the most accomplished teachers demonstrate a more balanced portfolio of approaches to assist in word identification (i.e., more of them do a little of each practice) and are, by and large, the only group of teachers who go the extra mile in helping students apply the alphabetic principle to work in everyday reading tasks.

What distinguished the most accomplished teachers and the majority of teachers in the most effective schools from their peers was their use of coaching to help students learn how to apply word recognition strategies to real reading.

Even though many of the practices of the most accomplished teachers in this study, such as coaching in word recognition during actual reading and asking higher level, aesthetic response questions, were mirrored in our analyses of teachers in the most effective schools, this does not mean that all of the most accomplished teachers worked in the most effective schools.

Our finding that time spent in small - group instruction characterized the most accomplished teachers and the teachers in our most effective schools hearkens back to the important findings of the 1970s (Anderson et al., 1979; Stallings & Kaskowitz, 1974).

Compared to least accomplished teachers, more most accomplished teachers were frequently observed asking higher level questions (9 of 29 versus 0 of 17) and having students write in response to reading (14 of 29 versus 3 of 17).

Coaching also proved an important characteristic of the most accomplished teachers in the present study.

More of the most accomplished teachers preferred coaching.

Eight of the 22 most accomplished teachers were frequently observed reviewing sight words, in contrast to 1 of 15 moderately accomplished and 1 of 11 least accomplished teachers.

The board's mandate was to raise the professional status of teachers (and the quality of teaching) by creating a means to identify and certify the most accomplished teachers.

Whatever the relationships among teachers (and we desperately need to learn more about how these relationships play themselves out and how to help skeptical teachers accept the belief that even the poorest children in their classes can learn), the fact that not every teacher in the most effective buildings is classified as a most accomplished teacher should be heartening to reformers who want to increase learning and achievement in our poorest schools.

Not exact matches

It turned out that the least expensive and most effective way to accomplish this was to send remedial teachers onto the premises of private schools.

Your plumber, your neighbor, your kid's kindergarten teacher, they all know more about Eddie Edwards, the nutty British ski jumper, than they do about Smith, the most accomplished Olympic athlete in Irish history.

Today, Shihan (which means «most excellent role model» in Japanese) Ron, a Martial Arts Hall of Fame Master, and Sensei («teacher,» in Japanese) Joyce, a 5th degree Black Belt, have raised four sons, all of whom have achieved black belts and are accomplished in martial arts, and have five grandchildren who are currently in training.

Our comprehensive manuals and carefully designed curriculum has given us a reputation for turning out some of the most well - trained, skilled and accomplished yoga teachers in the field.

Aguerrebere: We know that accomplished teachers create support structures for their students that include school support staff, counselors, colleagues, administrators and, most importantly, parents.

Accomplished teachers are most knowledgeable about how students in their school or district learn, and thus they are ideal candidates to lead professional - learning and curriculum development efforts (Vescio et al., 2008; Webster - Wright, 2009; Accomplished California Teachersteachers are most knowledgeable about how students in their school or district learn, and thus they are ideal candidates to lead professional - learning and curriculum development efforts (Vescio et al., 2008; Webster - Wright, 2009; Accomplished California TeachersTeachers, 2012).

(Obviously, such incentives would have to be targeted to teachers with the most accomplished track records.)

Most teachers appreciate the coaching approach and leave the evaluation pleased with what was said and feeling that they've accomplished something good.

Secondary schools Most secondary school music teachers will have followed a music course at university, and may well be accomplished performers; but often they come with a great deal of «baggage» which produces the unconscious elitism we discussed in Part One of this feature which appeared in EB 17.5.

Perspective is needed: The 5 percent cut could be accomplished by allowing pupil - teacher ratios to rise by just one student per teacher — a change that's virtually unnoticeable by most teachers.

It's likely that education is facing its own B - 17 moment, where even the most talented and experienced teachers struggle to perform all the various demands and tasks they must accomplish and lead each day.

The ANOVA on time spent in whole group, F (2, 60) = 8.66, p <.01, indicated that students with teachers rated as least accomplished spent more time in whole - group instruction (M = 47.94 minutes per day) than teachers rated as moderately accomplished (M = 28.98 mpd) or teachers rated as most accomplished (M = 24.69 mpd).

For example, educators debate whether whole class, small group, or independent work is most beneficial for student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goals.

We used three levels of the teacher accomplishment rating (most, moderately, and least accomplished) as the independent variable and eight scores from the teacher factor set derived from our empirical data (time spent in small - group instruction, time spent in whole - group instruction, time spent in independent reading, student engagement rating, home communication rating, preferred style of telling, preferred style of recitation, and preferred style of coaching) as the set of dependent measures.

Teachers who are most accomplished in helping children thrive in reading are skilled in coaching and in keeping all children academically engaged.

The ANOVA on time spent in small - group instruction revealed an effect for level of teacher accomplishment, F (2, 60) = 3.08, p =.05, with students in the classrooms of teachers rated as most accomplished spending more time in small - group instruction (M = 48.25 minutes per day) than students with teachers rated as moderately accomplished (M = 38.67 mpd), who, in turn, spent more time than students with teachers rated as least accomplished (M = 25.35 mpd).

Across teachers in our sample, 41 % were identified as demonstrating many of these elements (most accomplished), 32 % demonstrated some of these elements (moderately accomplished), and 27 % demonstrated few of the elements of culturally responsive teaching and effective instruction (least accomplished).

A chi square test indicated that more teachers identified as most accomplished were frequently observed practicing sight words than teachers identified as moderately accomplished.

For example, educators debate whether whole - class, small group, or independent work is most beneficial for student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goals.

Beyond that, Jarvis - Cedeño spent most of her budget hiring accomplished, experienced teachers, in line with research suggesting that high - quality teachers are perhaps the most important ingredient in closing the achievement gap.

To get the results we all seek for all students, particularly our most vulnerable, we need to have a high concentration of accomplished teachers working where they can make the greatest difference.»

As our nation's most accomplished educators, National Board Certified Teachers are well positioned to move our students, workforce, and country forward.»

He is working to accomplish this through intentional systems and structures that allow teachers to support each other in constructing the best, most relevant skill - based activities for students.

Similarly, if accomplished teachers have the opportunities to choose the roles and functions that most interest them along individualized career pathways, professional learning can become increasingly tailored to those roles and therefore more productive for those teachers.

I.e. the most accomplished students become teachers.

Teacher educator associations representing the core content areas, as well as educational technology, have established an alliance to explore the most effective means of accomplishing this goal.

Although, most education philosophers would have significant problems with some of the conclusions of «A Nation at Risk,» they would all agree that teachers are a vital key to accomplishing positive education reform.