Sentences with phrase «of teacher growth»

In this thought - provoking and groundbreaking book, Tony Frontier and Paul Mielke address this issue head - on, combining the conceptual and the practical by offering a compelling vision of teacher growth, along with nearly three dozen step - by - step protocols for working with teachers.

The teacher leaders focused on peer coaching as an element of teacher growth goals recognized how teachers with a common focus forming PLCs would provide valuable support to the growth process.

Embedded in the tool are two distinct sets of data that help us identify trends and patterns in terms of teacher growth and development.

Professional development is an essential component of teacher growth and improvement.

Protocols provide areas for observers to talk to teachers about specific evidences of teacher and student behavior, and frame teacher practice along the continuum of teacher growth for that element, from not using to innovating.

We specialize in deep implementation of teacher growth systems, with the goal of increased student achievement.

It's nice to be part of teacher growth, and to help new teachers.

Not exact matches

Shareholders led by the Arkansas Teacher Retirement System and Fresno County Employees» Retirement Association in California accused Facebook of concealing internal concerns about how growth in mobile devices might reduce revenue, even as it quietly warned its banks to cut their forecasts.

The Academy is in the midst of a growth spurt offline as well, with an excess of 1 million registered teachers around the globe incorporating the supplemental teaching tool into their classrooms.

The partnership will allow us to accelerate growth, invest in product, optimize go - to - market, and remain focused on our primary mission of helping teachers engage all of their students, every day.»

Parents and teachers who believe that physical restraint and corporal punishment are uncivilized and injurious to personality and hold that permissiveness and affirmation are the sovereign rules of child training deprive the children in their care of an essential element in personal growth.

In reality therapy, the therapist is essentially a teacher of more need - satisfying living who uses a three - step process of growth:

My hope is that it will prove useful to participants in growth groups; to professionals (clergymen, teachers, youth workers, and school counselors,) who lead small groups as one part of their jobs; to counselors and psychotherapists who desire to give stronger emphasis to the growth approach in their groups; and to nonprofessionals who are in training to lead growth groups.

The «teacher's fellowship» should be among the most vital groups in a church, both in terms of interpersonal relationships and opportunities for growth.

With the help of a creative lead - teacher, superintendent, or pastor, a teacher can find both satisfaction and invitation to personal growth through teaching.

Mary Ross Agosta from the Archdiocese told the Miami Herald: «As a teacher in a Catholic school their responsibility is partly for the spiritual growth of the children.

Thanks to such teachers as James and Niebuhr, it holds in balance forces that traditionalists often wrongly consider incompatible: individual growth and a sense of personal limits, reason and revelation, science and faith, faith and doubt, the religious and the secular.

But the bishop of Rome is the primary teacher in Catholicism, and so it falls to him to vigilantly protect the apostolic deposit, as well as to ensure its homogeneous growth and development.

In addition to classroom growth methods, schools should develop a variety of other small groups for students, led by qualified teachers, counselors, and school psychologists.

«4 Growth groups offer a setting in which students and teachers can wrestle together with the value dilemmas and relationship problems which are central to the development of a workable life - style; they can promote the integration of relevant content from our culture in this process.

Teachers and administrators are keys to the growth climate of classrooms, faculty relationships, and administrative committees.

It behooves school administrators to make professional growth groups available to teachers who desire them as part of their continuing training.

Since the professional effectiveness of teachers, ministers, social workers, counseling psychologists, nurses, and psychiatrists depend so much on their skills in relating and communicating, graduate schools training them should make extensive use of growth groups.

Peter Knoblock and Arnold Goldstein report on the use of group interaction to overcome professional loneliness and to further teacher growth.

If teachers, administrators, school boards, and parents catch a vision of schools as lifelong growth centers, the humanizing impact of this vast network of schools can be immense.

In the first four chapters I will highlight the conceptual tools from traditional therapies that I have found useful for facilitating growth in the lives of those with whom I have worked as coun - selor, therapist, growth - group facilitator, and teacher.

For a variety of reasons, it is important for growth - oriented counselors, therapists, and teachers to know the traditional psychoanalytic therapies well.

With growth in Catholic colleges and universities that take their faith seriously, and with schools like Aquinas College forming a generation of teachers, there are more than enough reasons for hope.

Many people need active involvement of the therapist as creative teacher, coach, and guide on their growth journey.

But in a time when value confusion reinforced by growth - strangling faith systems often is at the center of the problems that bring people for help, it is essential that counselors, therapists, and teachers be competent and free to deal with these issues explicitly whenever appropriate.

The central task of counselors, therapists, and growth - oriented teachers is to awaken realizable hopes for creative change in persons and then to help them actualize these hopes.

-- Counselors, therapists, and teachers are essentially growth - enablers who must themselves continue growing if they are to nurture the growth of others.

The effective counselor - therapist - teacher is an awakener of realistic hope for growth in persons.

This is a quote that my nutrition teacher shared with the class and it helps to explain what I am saying: «The cause of nutrition and growth resides not in the organism as a whole but in the separate elementary parts — the cells.»

Experienced teachers focus on intellectual and character growth, attending to the social, ethical, and emotional needs of sensitive and capable students.

Teachers have a unique opportunity to advance a growth mindset through the process of revision.

In addition to helping a child grow socially and emotionally, teachers have the freedom to create an individualized plan for supporting the growth of the whole child, including his or her educational advancement.

Bonded by the shared values inherent to Waldorf Education, parents, teachers and staff work together to support the growth of the students and the promise they hold for the future.

Class teachers and specialty teachers talk regularly to ensure an integrated approach as well as keeping track of the experience and growth of each student.

Under the guidance of qualified teachers, the Learning Academy seeks to provide an educational curriculum which considers the developmental needs of each child and emphasizes growth in all areas: physical, emotional, mental and spiritual.

Structured to respond to the three developmental phases of childhood — birth to 6 or 7 years, 7 to 14 years, and 14 to 21 years — Steiner stressed to teachers that the best way to provide meaningful support for the child is to comprehend these phases fully and to bring age appropriate content that nourishes healthy growth.

Effective teachers who actually have classrooms full of children with a growth mindset are always supporting children's learning strategies and showing how strategies created that success.

After chatting with your classroom teacher, and completing the first two parts of our Preparing for Preschool Program, check in with your child's growth and progress to help assess if they're ready for the next step, here are some Milestones for 24 months - 36 months.

Work in concert / consultation with key personnel / constituents (Administration staff, lead teachers, Board) to propose and execute decisions that support the future growth and fiscal health and efficient functioning of school.

• We promised to restore Teacher training allowances and we have delivered • We promised to end dumsor and we have delivered • We promised to reduced fertilizer prices by 50 % and we have delivered • We promised to establish a Ministry of Zongo and Inner City Affairs and we have delivered • We promised to increase and pay peacekeeping allowances increased from $ 31 to $ 35 and we have delivered • We promised to increase the share of the DACF to persons with disabilities from 2 % to 3 % and we have delivered • We promised a stimulus package to support local industry and we have delivered • We promised to implement a National Entrepreneurship and Innovation Plan and we have delivered • We promised a more efficient port system and we have delivered • We promised to reduce the rapid rate of borrowing and accumulation of the public debt and we have delivered • We promised to restore economic growth and we have delivered • We promised to reduce inflation and we have delivered.

«The question that we should ask is how can you inherit a budget deficit of 9.3 % of GDP, proceed to reduce taxes, bring down inflation, bring down interest rates, increase economic growth (from 3.6 % to 7.9 %), increase your international reserves, maintain relative exchange rate stability, reduce the debt to GDP ratio and the rate of debt accumulation, pay almost half of arrears inherited, stay current on obligations to statutory funds, restore teacher and nursing training allowances, double the capitation grant, implement free senior high school education and yet still be able to reduce the fiscal deficit from 9.3 % to an estimated 5.6 % of GDP?

«It's long past time for the teachers union and their elected allies to stop stifling the growth of these excellent public schools by disparaging their results and denying them access to public space.»

New York's current law — pushed by Cuomo in April — allows districts to base up to about half of teachers» annual evaluations on «growth scores» generated by a complex numerical formula.

«Her dedication to engaging students in a hands - on way, her drive to continue her own learning and growth as an educator and her generosity in sharing best practices with her colleagues makes her the perfect example of a great New York state teacher.»

At the very heart of the beast Cuomo created in education law last spring is language that links a complicated and demonstrably unreliable mathematical formula called a growth score as the tool to be used in evaluating teachers.