Sentences with phrase «of a team of teachers whose»

Not exact matches

After two years, the schools were no longer required to hold weekly meetings for their planning teams; instead, unsuccessful algebra teachers (those whose teaching allowed fewer than 15 percent of their students to pass the end - of - course exam last year) would be pulled out of their classes for eight days of in - depth training.

The board of education or BOCES shall appoint the members of the team, a majority of which shall be teachers, which shall include the superintendent of schools or his or her designee in the case of school districts or the district superintendent or his or her designee in the case of BOCES; school administrators upon designation by the administrators» collective bargaining organization; teachers upon designation by the teachers» collective bargaining organization; at least one parent upon designation by the established parent groups in the district or in their absence, by the superintendent in the case of a school district or district superintendent in the case of a BOCES; and one or more curriculum specialists, meaning a teacher or administrator whose primary job responsibility involves the development or evaluation of curricula, upon designation by the district or teachers» collective bargaining organization or both.

The team, a majority of which shall be teachers, shall include the superintendent of the district for which the team was formed or his or her designee; school administrators upon designation by the administrators» collective bargaining organization; teachers upon designation by the teachers» collective bargaining organization; at least one parent upon designation by the established parent groups in the district, or, in their absence, by the chancellor in the case of a high school division, a special education division or a chancellor's district, or by the board of education of the community school district in the case of a community school district; one or more curriculum specialists, meaning a teacher or administrator whose primary job responsibility involves the development or evaluation of curricula, upon designation by either or both the teachers» collective bargaining organization, or by the chancellor in the case of a high school division, a special education division or a chancellor's district, or by the board of education of the community school district in the case of a community school district.

Hosted by the National Center on Education and the Economy (NCEE), whose Center on International Education Benchmarking sponsored the study, this event featured members of the research team discussing specific lessons for the recruitment and preparation of profession - ready teachers.

This approach helped when the students» research made «some conclusions that were going to be a little bit shocking to the faculty,» said Diego Gutierrez, principal of the Multimedia and Visual Arts School, whose student co-research team uncovered the facts that only 23 percent of students considered their courses interesting and only 19 percent of sophomores considered their courses challenging, compared to 75 percent of teachers who believed their courses were interesting and challenging.

He created Project S.A.M.E. a US - Soviet Youth Exchange that brought students from the US and USSR together to advocate for peace; founded Students Concerned about Bias in Society (SCABS) who fought for implementation of Title IX in Maine schools; directed the University of Maine Aspirations Project and launched 35 statewide student leadership teams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have leateams to bring students» voices to educational reform; conducted program evaluation research on the effects of the Maine Civil Rights Teams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have leaTeams Project whose 50 student teams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have leateams fought against bigotry and intolerance in Maine communities; founded the Center for School Climate and Learning and worked in hundreds of schools supporting students, teachers and administrators to bring youth voice to school reform in the US; co-authored two books, The Respectful School, and Transforming School Climate and Learning to share what I have learned.

Snow said she has one team of teachers whose focus in their professional learning communities is on figuring out how to better get students to use complex sentences.

Among the influential members of NAACP's 64 member board: Hazel Dukes, whose long (and often infamous) tenure as head of its Empire State affiliate included teaming up with the AFT's United Federation of Teachers in an unsuccessful effort to stop the Big Apple from renting space in half - empty traditional school buildings to charter schools.

There, we have provided coaching to Mr. Freeman, a fourth grade teacher, whose approach to personalized learning now includes key elements of mastery learning in the classroom and teaming up with the families of his students to strengthen family support at home.

Furthermore, teachers in schools whose students achieve in the highest and second - highest quintiles award significantly more relative influence to staff teams; teachers in the highest - quintile schools award significantly more relative influence, as well, to individual parents and to groups of parents.

Interestingly, the study found positive, though smaller, benefits even for students whose teachers were not part of a team — just because there was an MCL in the building.

We're teaming up with Excellence through Social Emotional Learning (exSEL)-- whose members include the Massachusetts Association of School Committees, Massachusetts Association of School Superintendents, Massachusetts Organization of Educational Collaboratives, and Massachusetts School Administrators Association — and working alongside Transforming Education and Teachers 21 to help make SEL part of the fabric of education in the Commonwealth.