Sentences with phrase «most grade school teachers»

Above all, proofread carefully — recruiters are much less forgiving of grammar and spelling mistakes than most grade school teachers.

Not exact matches

Listen to most teachers — and most parents — and it's easy to assume that getting good grades in school is a requirement for professional success.

First, I want to talk about its author, my 9th grade English teacher and debate coach Robert Pacilio, the adult who was perhaps the most formative influence upon me outside of my parents and perhaps a couple Sunday school teachers.

When a typical school teacher starts their day they know that they will most likely teach only one grade in the elementary years.

«Most teachers do not teach tested subjects and the state must now spend many millions of dollars to test teachers of the arts, early elementary grades, physical education, and high school subjects,» she said.

Perhaps most interestingly, over 64 % of former RET participants still teach the curriculum unit they developed at the CSNE, which given that teachers may change grade levels, class subjects and school districts, demonstrates an ongoing interest in neural engineering and the long - term value of this curricula.

In one of the most successful juxtapositions of content and action, Blanchett plays a grade school teacher.

Hannah's journey from graduate student to substitute grade - school teacher is laughable; Marnie's awkward partnership with new boyfriend Desi (Ebon Moss - Bachrach) is even more groan - worthy than her past relationships; Jessa is still a complete waste of space; and Shoshanna (perhaps the most realistic of the group) is vastly underutilized.

Because students in elementary grades are assigned to one teacher for most of the school day, advisory systems would be duplicative and are therefore not used by elementary schools.

Yet college credit via dual credit in most places is automatic for anyone who gets a passing grade from the instructor, who is typically an «adjunct» assigned by the community college and not infrequently a regular high school teacher with the appropriate master's degree.

All of the fifth grade teachers from both schools planned together during common time on Wednesdays most of the school year.

Most schools have determined the grading of homework to be a teacher - level decision while some districts or principals offer guidelines.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

Drawing on the results of computer - adaptive tests given periodically throughout the year, the 7th and 8th grade humanities teacher and her students at Oak Valley Middle School in San Diego set classroom goals that target the areas the youngsters struggle with the most.

«The one concern I hear most is the time it takes to plan and gather things to make PL work,» says Susan Moon, a fifth - grade teacher at West Pelzer Elementary School, in West Pelzer, South Carolina.

While most schools have structures for teachers to work together — such as grade - level teams or subject - area departments — these groups don't always have the impact on student learning that they could.

Adds Julia Beers, third - grade teacher at Malcolm X Elementary School, in Berkeley, California, «The most special gifts, the ones that really make me glow, are the letters of appreciation.

In 2003 schools chancellor Joel Klein appointed her and the project, through a no - bid three - year $ 5.4 million contract, to the task of revamping the way literacy skills are taught in more than 100 district schools, including most of those in Brooklyn and Queens, the project's mission is to retrain — through onsite workshops, leadership seminars, curricular materials, and an intensive summer institute — primary and upper - grade teachers, administrators from principals up through district superintendents, and central department policymakers.

Moreover, there are often large differences between the most - requested and least - requested teacher within the same school, grade, and year: The average difference is 7.4, and in 10 percent of grades, the difference is larger than 17.

Supportive interventions can help some students, but these interventions are often implemented too late (after years of reading failure, despite evidence that taking action is most effective in kindergarten and first grade) and haphazardly (schools and teachers often do not know what can work for various types of students).

The reason we have operated only «A» rated schools every year since 2006 is primarily because 60 percent of that grade has been based on individual student growth, a metric on which our scholars and teachers post some of the most dramatic improvements year - over-year.

Our informal discussions with school leaders suggest that staff are most often assigned to workspaces out of convenience, with coaches assigned to empty offices and teachers clustered roughly with those who teach similar grade levels.

For the most part, school leaders, and later, committees led by teachers themselves, were able to choose the new staff members as the school added a grade a year.

Avery Lewis, a third - grade teacher at Mother Hale Academy, acknowledges that most of the teachers in the school are very conscientious.

Rather than trying to convert their entire schools to project - based learning all at once, principals in Whitfield County started with a single grade and tried to place the teachers who were most eager to make the transformation in that group.

Renaissance uses a «looping» model, in which most teachers remain with students for two years across all grades, including high school, so pre-K teachers generally follow their students into kindergarten.

Most of the schools (121) had only one 1st - grade class, which was split into two classes when the new teacher was hired.

«It's really transforming for a lot of teachers — they say it is the most beneficial professional development they ever have done,» said Jackie Hurd, a third grade teacher and the lesson study coordinator for the San Mateo - Foster City (California) School District.

Most recently, he has been a Lead Instructor at NC Outward Bound School, an 8th grade science teacher at The Learning Center!

Two groups of students were studied: elementary - school students in grades 3 through 5 (where most students have a single teacher throughout the year) and middle schoolers in grades 6 through 8 (where students tend to have a different teacher in each subject).

For teachers in specialized areas, such as arts and physical education, as well as most teachers in the earliest grades and in high school, the SGOs will be the main measure of their students» growth.

On paper, it looks to most people like a good plan: $ 1.2 billion going straight to needy school districts to hire thousands of new teachers and reduce class sizes in the crucial early grades.

In two of the school districts he visited, white parents tended to be the ones most involved in the parent — teacher associations.They know, for example, about mathematics placement tests in fifth grade that dictated which classes students will take.

While not universal across all teachers, there is a definite trend, in the most effective schools, for grade 1 and 2 teachers to combine (a) explicit phonics instruction in isolation with (b) coaching students to use a range of strategies to figure out unknown words when they encounter them in everyday reading.

But our work in schools has shown us that most students focus entirely on the grade and fail to read or process teacher comments.

Chi square tests revealed that in comparison to the moderately effective schools -LRB--RRB- and least effective schools -LRB--RRB-, more grade 1 and 2 teachers in the most effective schools were frequently observed coaching as children were reading to teach word recognition.

In one most effective school, third - grade teachers provided small - group instruction to struggling readers in which they coached them to decode multisyllabic words as they were reading.

Even in the early grades most American schools have been coerced into using curriculum - driven instructional systems in which teachers are expected to «cover» long lists of content expectations, far more in a year than any of the high performing school systems around the world.

These schools provide various fields of study in the area of education, allowing aspiring teachers to prepare to work with the grade level and subject they are most interested in.

Most students perform at or above grade level, and one teacher noted that «the kids come to school engaged and excited to learn.»

Some school districts will start with a particular grade or subject, while others will begin with the teachers who are most eager to learn about and use digital learning tools.

Superintendent Huppenthal was given 60 days to make two revisions: (1) adjust the graduation rate to account for 20 % of a school's A-F letter grade instead of the proposed 15 % and, as most pertinent here, (2) finalize the guidelines for the teacher and principal evaluations to comply with Elementary and Secondary Education Act (ESEA) Flexibility (i.e., the NCLB waiver guidelines).

The CTTL's priority is to ensure that 100 % of St. Andrew's Pre-school through 12th grade teachers receive training and ongoing professional development (every school year) in Mind, Brain, and Education Science, the most innovative thinking being applied to enhancing teacher quality and student achievement today.

But in most cases, teachers are not given a voice in PD decisions,» said Brooke Craig, first grade teacher at Morton School of Excellence and member of E4E - Chicago.

Decide which students, classes, grade levels, schools, or teachers would benefit most from leveraging technology to improve teaching and learning.

In most schools, teachers find continuous development of student thinking from grade to grade much more elusive than planning the scope and sequence of a curriculum.

North Carolina, Louisiana, and Tennessee all independently concluded that TFA corps members were the most effective out of recent graduates from other teacher preparation programs with which they had worked.151 A controlled study conducted by Mathematica found that students taught by TFA teachers earned higher math scores than students taught by non-TFA teachers with similar years of experience; the TFA - taught students learned approximately 2.6 months of additional material in math during the school year.152 Similarly, another study found that TFA first to third grade teachers» students grew 1.3 additional months in reading compared with their peers who had non-TFA teachers.153

Having the necessary stakeholders, or stakeholder representatives, at the table [for a given purpose] is important, and is more important than identifying a specific number of PLC participants that is most effective; e.g., aligning curriculum across an elementary school with a teacher representative for each grade participating in the PLC and then receiving / sharing information back to grade level teachers at their grade team meetings.

Renard specifically asserts that schools should not pair new classroom teachers in inclusion teams, require them to coach or advise extracurricular activities, assign them a school duty period, place them on committees, give them the most challenging grade levels or students, or require them to switch grade levels or courses for the first few years.

Christina Sparacino, 3rd grade teacher, Watchung Elementary School Christina Sparacino exemplifies the commitment to differentiation and student achievement that is critical to meeting the needs of all students, but most particularly to gifted youngsters.