Sentences with phrase «new teacher development programs»

Prior to this appointment, she served as the Senior Director of Teacher Development for five years in an effort to build new teacher development programming to support teachers from YES Prep and in other charter and traditional networks.

Not exact matches

Expect to see new ways for teachers to share expertise, including professional development plans and mentoring programs.

The New York State Teacher of the Year Program is administered by the New York State Education Department and sponsored by New York State United Teachers (NYSUT); United Federation of Teachers (UFT); New York State Parents and Teachers Association (NYSPTA); New York State Association for School Curriculum Development (NYSASCD); New York State School Boards Association (NYSSBA); School Administrators Association of New York State (SAANYS); New York State Association of Teacher Educators (NYSATE); New York Association of Colleges for Teacher Education (NYACTE); Voya Financial; the SMARTer Kids Foundation; SMART Technologies and the Council of Chief State School Officers (CCSSO).

That's what is driving a new summer professional development program for teachers this year, funded through federal race to the top dollars.

An English language learners pilot program in New York City and the Hudson Valley will receive $ 500,000 to assist teachers to become dual - certified and provide professional development support.

Mahama also revealed that the Education Ministry has also introduced two new programs in that sector, Teacher Professional Development where the aim is to train 95 % of teachers in Basic level by 2020.

The cruel facts flashed continuously across a screen on the auditorium stage: New Dorp HS, $ 442,855.83 cut, will lose Saturday programs and PM school... PS 18, $ 150,919.58 cut, will lose teachers, professional development funds and curriculum planning, and class sizes will increase...

Over the course of the three - year curriculum project, the research team will design materials for students along with a professional development program and materials for teachers and a set of assessments for evaluating students» understanding of the energy concepts and science practices that are targeted in the new unit.

Two professional development programs for pre-kindergarten teachers have improved their interactions with children, according to a new report for Bright from the Start: Georgia Department of Early Care and Learning (DECAL).

[BOX 3: Grants and Contracts] Financial Statements, 1957 - 1959 Financial Reports, 1957 - 1959 Financial Statements, 1958 Financial Reports 1960-1961 1962 1963 1964-1965 1966-1967 Report on Review of Source Data Preparation for Accounting Purposes, Oct. 1961 AAAS Budgets, 1968 - 1969 Financial Reports, 1968 - 1969 Financial Statements and Accountant's Opinion, 1969 Financial Statements and Accountant's Opinion, 1970 Financial Reports, 1970 - 1971 Financial Reports, 1972 Financial Reports from Operations, 1979 Budget Proposal for Fiscal Year 1974 and Projections to 1963 Report for Examination of Financial Statements and Additional Information, 1983 - 1984 Closed out Funds and Stocks AAAS Grants Committee, 1955 AID Audit - Mexico City, 1974 Asia Foundation, 1955 - 1975 Boston Concerts Carnegie Corp. - Grant to AAAS for Science Teaching Improvement Program Graham Chedd - Contract [3 folders], 1973 - 1977 DOS - AID Irene Tinker, 1973 - 1977 RISM Research for the Study of Man, 1973 - 1977 Smithsonian, 1971 - 1977 Audit, 1973 - 1977 Close Out, 1976 - 1978 GE Grant - Regional Consultants on Science Teaching, 1956 Gordon Marshall, Exhibits Contract, 1952 National Endowment of the Arts, 1973 NSF Grant - Soviet Science, 1952 Training Talented Students, 1955 Travelling High School Library, 1956 Gordon Conference on Teacher Education, 1956 Junior Academies Workshop, 1957 Proposal to NSF for Development of Science Teaching Materials for Elementary and Junior High Schools, 1961 Progress Report to the NSF on the Holiday Science Lecture Program, 1963 Proposal to the NSF for 1964 Visiting Foreign Staff Project, 1963 NSF - US - Japan Comparative Science Program, 1963 NSF - US - Japan Cooperative Science Program, 1964 WGBH, 1972 Willis Shapley, Contract Agreement, Oct. 1978 DHEW - Barrier Free Meetings, Oct. 1977 CBS News - Conquest Program Series, 1959 MISCO Contract - original, 1972 Basic Books Publishing - New Roads to Yesterday, 1963 - 1966

Funded by the West Virginia Math Science Partnership program, the Earth / Space Science Passport workshop provides West Virginia science teachers with professional development in Geology, Meterology and Astronomy concepts that will enable them to teach a new mandated ninth grade Earth / Space Science course.

As a new extension of our CLOµDS teacher professional development program, we've recently initiated a club at Trenton Central High School that gives students the opportunity to build an experiment that will be performed in microgravity.

An integrated part of our Advanced Studies program, our Specialized Study courses and mentorships provide opportunities for dedicated teachers to awaken to new possibilities for their growth and development as practitioners and teachers of Yoga.

Finally, teachers are asked to trial new ideas in their classes as a part of our professional development program.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

At Bank Street College, teacher educator and director of research Barbara Biber extolled the virtues of a program that applied «the concept of the unified nature of cognitive and affective development... on the teacher - training level» and was based on «a process of integrating new knowledge with an old self.»

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program diProgram through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program diprogram director.

The Opportunity of Bilingualism is a new online professional development program for teachers, early childhood educators, literacy coaches, parents, and community - based professionals.

Courtney J. Boddie, Director of Education / School Engagement, is responsible for the direction and growth of the New Vic Education Partnership program: Education Performances for New York City schools, Classroom Workshops, Teacher Resource guides and professional development.

Many teachers find themselves being asked to assume these roles that include, for example, running a new teacher induction program, convening professional development with teachers, advising on technology, or consulting with teachers on assisting and evaluating teachers in need of improvement.

Nationally recognized programs that train teachers, mentor new educators, and provide professional development are all vulnerable as administrators look for ways to slash $ 10 million permanently from the 1999 - 2000 budget, said Jan Leslie, a spokeswoman for the district.

Programs to prepare new teachers and professional development programs for practicing teachers must address these problems if American education is to improve andPrograms to prepare new teachers and professional development programs for practicing teachers must address these problems if American education is to improve andprograms for practicing teachers must address these problems if American education is to improve and thrive.

Several remedies to overcome recruitment and retention obstacles are listed in the NEA publication, including the development of a new program that would recruit teachers from existing school support personnel, said Sigun Eubanks, NEA's teacher recruitment specialist and one of the contributors to the report.

As a result, it has been difficult for observers to determine which factor or group of factors was most responsible for these gains: a revised and strengthened licensing system; revised or new licensure tests; the use of first - rate standards in most classrooms, in annual state student tests, and in the professional development programs all teachers took for license renewal; and / or the major changes in K - 12 governance and finance introduced by the Massachusetts Education Reform Act of 1993.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

At the district level, organizing campaigns have led to the development of new, small schools, «grow your own» teacher programs, and the adoption of college prep curricula as mandatory in all schools.

Teacher development programs and partnerships between union and management could help new teachers succeed.

She was even surer during her year at the Ed School, when she wrote a professional development plan on a new teacher induction program for the city of Cambridge, Mass., that was compliant with No Child Left Behind.

Working for the past 20 years to define the characteristics and fundamental elements of an evidence - based high - quality induction program that accelerates the development of both teachers and their students, New Teacher Center (NTC) established the Teacher Induction Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for sprogram that accelerates the development of both teachers and their students, New Teacher Center (NTC) established the Teacher Induction Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for sProgram Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for success.

IES to Seed New Methods for Studying Schools Education Week, October 16, 2012 «For example, NBES member Hirokazu Yoshikawa, the academic dean at the Harvard Graduate School of Education, said he used rapid prototyping, which includes 90 - day, intervention - testing cycles, to adapt a teacher professional - development program in Chile.»

Peter Stewart, Senior Vice President of School Development, works with parents, teachers, community groups, school districts, school boards, departments of education, and policy makers across the United States and internationally to start new high - tech schools that use the K12 academic program.

She does this with her colleagues by providing teacher professional development for K - 14 educators in science, mathematics, reading and writing, and modeling and testing new designs within college outreach programs — including statewide Early Academic Outreach Programs (EAOP) and federal TRIO programs such as Upwarprograms — including statewide Early Academic Outreach Programs (EAOP) and federal TRIO programs such as UpwarPrograms (EAOP) and federal TRIO programs such as Upwarprograms such as Upward Bound.

Lisa P. Kuh is an assistant professor in the Family Studies Department at the University of New Hampshire, the consultant for Pedagogy and Inquiry at the UNH Child Study and Development Center, and coordinator of the undergraduate early childhood teacher preparation program.

The ESSA would also establish a new program known as Presidential Academies for the Teaching of American History and Civics, which would provide professional development to improve the teaching of history and civics to between 50 and 300 teachers annually, selected from public and private elementary and secondary schools throughout the country.

Does the school employ a variety of collegial and sustained professional development activities (e.g., mentoring relationships between new teachers and experienced teachers, high - quality teacher induction programs, professional development drawing on school - level expertise, professional learning communities, collaboration among teachers, and relationships between teacher teams and social service support providers that serve students and families)?

He joins HTF from Math For America where he mentored new math teachers and directed the development and expansion of a professional development program for more than 700 K - 12 «master teachers» of math and science in New York Cinew math teachers and directed the development and expansion of a professional development program for more than 700 K - 12 «master teachers» of math and science in New York CiNew York City.

In an ideal world, all new teachers would receive their capstone preparation and induction in a professional development school or an urban residency program.

Professional development schools currently provide more new teachers than TFA does each year, and urban residency programs are growing rapidly.

They will be aware that the new standards are tougher, that their teacher education programs aren't adequately preparing graduates for this shift, and that professional development programs aren't up to snuff.

As federal officials weigh proposals to improve the quality of mathematics and science education, a new report highlights state - led efforts to recruit new teachers into those subject areas and boost their skills through professional development programs.

He has served as a mentor, instructor, and adviser for various teacher and leadership development programs including NYC Teaching Fellows, New Leaders for New Schools, and the NYC Charter Center's Emerging Leaders Fellowship.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

In her District Administration article «Sustainable Professional Development,» Susan McLester includes substantial information about the creation of learning communities and on - demand coaches that are available commercially to meet the needs of a district, especially a small one that may not have the level of expertise or the availability of personnel to provide the necessary coaching and support to help its teachers create and sustain the new skills, practices, programs and methodologies they want to implement.

«We have really influenced America in understanding the importance of new teacher development,» Moir said, pointing to data showing the value of rigorous new teacher training programs.

We propose the active participation of the school library media program toward the development of STEM identities among young people by having school librarians (1) provide advisory information on the science - infused books and programs that young people can read — the school librarian as the information specialist; (2) collaborate with STEM teachers and provide intellectual and physical access that further enrichs the STEM learning — the school librarian as the instructional partner; and (3) act as technology allies to help educators and students experiment with new media tools and online communities.»

Professional development includes the New Staff Academy, subject - specific roundtables, an Induction program for teachers to earn their credential, and annual conferences that bring experts and are open to all educators working with at - risk students.

All three studies described school reform efforts that utilized teacher leaders in addition to other strategies, such as the use of a new curriculum (Balfanz et al., 2006), professional development workshops for teachers and changes in the structure of the school day (Ruby, 2006), or a training program for school administrators (Weaver & Dick, 2009).

The new report, Effective Teacher Professional Development, reviewed 35 scientifically rigorous studies conducted over the past 30 years which showed significant gains in student achievement resulting from teacher development prTeacher Professional Development, reviewed 35 scientifically rigorous studies conducted over the past 30 years which showed significant gains in student achievement resulting from teacher developmenDevelopment, reviewed 35 scientifically rigorous studies conducted over the past 30 years which showed significant gains in student achievement resulting from teacher development prteacher developmentdevelopment programs.

The organizational structures, programs, and services of the New York State Teacher Centers reflect the standards for professional development.

OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for studenNew York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for studennew project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for students.