Sentences with phrase «often leaders and teachers»

Not exact matches

I think that «inerrancy» is often a term thrown around by leaders and teachers who want to cajole and control people.

Union leaders often invoke norms of justice when seeking to ensure that veteran teachers continue to enjoy the same perks and protections they were implicitly promised when they entered the profession a quarter century ago — despite intervening changes in the larger world, in the needs of students, and in management and organizational practice.

Often administrators, group leaders, and teachers are not trained in facilitation skills.

However, Malcom Trobe, Association of School and College Leaders (ASCL) acting general secretary, argued that whilst predictive grades were often higher than actual grades «teachers are looking at the best possible outcome for the student» and are predicting their «maximum grade».

Teachers and school leaders have this same RIGHT TO KNOW early and often.

In a system where those at the top often have no teaching experience, I am convinced of the need for educators who are highly effective as both leaders and teachers.

The new evaluation systems have forced principals to prioritize classrooms over cafeterias and custodians (and have exposed how poorly prepared many principals are to be instructional leaders) and they have sparked conversations about effective teaching that often simply didn't happen in the past in many schools — developments that teachers say makes their work more appealing.

But a new report based largely on interviews with 30 local union presidents who each have spent less than eight years in office paints an evolved picture of leaders who are often involved in collaborative relationships with their school superintendents; who have to work constantly to balance the needs of a new generation of teachers with the needs of older members; and who see the importance...

I am also more aware than ever that teachers are often not respected as leaders or professionals, and that can be a major stumbling block.»

Few parents or business leaders know that disadvantaged children often fall further behind the longer they are in school or that schools serving the disadvantaged often have the least experienced teachers and suffer the highest rates of teacher turnover.

This will reassure the dedicated teachers and leaders in such schools, who are often at the heart of rural communities.

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.

At the secondary level, this often requires supplanting an elective in a student's schedule to provide explicit reading instruction, which can present a dilemma for middle and high school leaders and teachers.

They are places where authorizers can see with their own eyes that weak instruction, mediocre curricula, poorly prepared or demoralized teachers, and often well - meaning but ineffective leaders add up to poor educational experiences for their charges.

Head teachers and senior leaders are all feeling the pinch, caught up in a never - ending battle to get teachers in to fill vacancies, and often having to compromise on the right skills, qualifications and cultural fit, simply to ensure they have enough bodies to keep the lights on.

«Effective communication is a two - way process, but it is often difficult for teachers to communicate their ideas and reactions to official leaders.»

It's often helpful to call on outside professional assistance for workshops and coaching, for students, teachers, school leaders and others.

In these conditions, district leaders must pay increased attention to often obscure work of human resources departments, focusing disproportionate attention on recruitment and retention of great teachers and principals.

However, often these leaders were balancing large coaching caseloads of teachers across the building, and I always yearned for a more consistent source from which I could receive feedback that would help me to hone my craft.

Not only does this reinforce the mindset of learning from one another (which is often a goal in the work that teacher leaders do with teachers), but it highlights the common purpose and practices that a group of teacher leaders are engaged in.

A major barrier to teacher professionalization is that college and university leaders too often use education schools as «cash cows» to bring revenue into the general budget helping other institutional divisions at the expense of teaching!

A teacher's exemplary classroom practice, deep content knowledge, and effective communication skills may make him or her a good candidate for teacher leader work, but additional preparation is often needed to help the new teacher leader use this knowledge and experience to lead others.

With often limited time and resources available to devote to the preparation of teacher leaders, there are necessary choices that must be made around what topics to cover and how deep to go in any given topic.

«What teachers do say is that getting pupils ready to learn is eating into precious teaching time and they are frequently unsupported by school leaders who too often do not teach and are divorced from the day - to - day realities of life in the classroom.»

We often hear from school and education leaders: What we really need help with is improving our teaching human capital... Our teachers need a lot of help to teach science and science inquiry, especially at the younger grades.

Our Charters Changing Lives campaign is a way to share the stories that are often overlooked: to recognize the efforts of our students, teachers, leaders and community members who dedicate their lives to ensuring student success.

That team collaboration lets them observe one another's thinking and actions up close as they work together to plan and deliver instruction, often with the ongoing support, coaching, and co-teaching of a great teacher - leader.

Teacher - leaders too often lack the skills, tools, support, and authority they need to successfully lead teams of their peers.

Passionate teachers, parents and leaders from the community often choose to open charter public schools in order to drive positive change in public education.

Often, teacher leaders are classroom teachers themselves, and are taking on additional responsibilities in their work as leaders.

Demonstration lessons lend credibility to the teacher leader's work, and are often highly valued by teachers because they can see how the lesson actually works.

There needs to be a collaborative spirit that spurs reaching out to teacher - leaders often, particularly when it comes to important topics like teacher evaluations, tenure, pre-service teacher preparation, and standardized testing.

While some students require differentiated instruction and services by virtue of strengths and talents already manifest, it is necessary for parents, teachers, and community leaders to recognize and nurture the «often - hidden» strengths, talents, and potentials in all people.

I often compare coaching both teachers and leaders to coaching Olympic athletes: you can't run the 100 meter dash for them, you can't practice the race for them.

It's often noted that the original vision for charter schools, championed by legendary teachers union leader Al Shanker and others, was that they'd be «laboratories of innovation» whose lessons could inform the broader system.

There are also important opportunities for parents, teachers, and community leaders to recognize and nurture the «often - hidden» strengths, talents, and potentials in all people.

Not only do building leaders have to wrestle with a thousand demands coming from every direction, teachers and students and parents and the broader community often resist change at every turn.

If there isn't one, it's something that teachers and leaders have to build together, getting past the closed - door culture which is often inherited in schools: «We're all doing our own thing in our own classroom.»

Although these insights are written for people who often lead school turnaround efforts — principals, assistant principals, instructional coaches, and teacher leaders — other stakeholders involved in school improvement may also find them instructive.

More often, teachers we spoke with talked about whether they felt supported by their administration, whether they felt like they were part of a community, whether they had a strong team to work with, or whether they were getting professional development to push their practice and develop them as leaders.

Instructional coaches and teacher leaders are often tasked with facilitating team or PLC conversations that lead to actions to increase student success.

Instructional coaches and school leaders often find that when teachers are feeling stressed, overwhelmed, or worried, their responses can sound challenging, and the coach or leader can feel personally attacked.

In the teacher - leader roles we often find ourselves in as NBCTs, it is worth remembering those skills that made us accomplished teachers in the first place... and to bring those skills to the fore when we stand in front of our peers.

At the union's annual convention last week in Denver, where Eskelsen García was officially elected, some teachers said it's time for a leader who will play hardball with the feds and push back against Education Secretary Arne Duncan's agenda, which includes evaluating teachers in part by student test scores and supporting the growth of charter schools, often staffed by non-union teachers.

Beyond Incentives also details key findings about the impact of this program, including that teachers who work with teacher leaders report that doing so helped them to improve their own practice; that those who did so frequently were more likely to report that they felt valued in their schools and saw opportunities to advance in their profession; and that teacher leadership can foster professional collaboration, which is fundamental to overall school improvement but often hard to achieve.

But the journey from academic research to everyday classroom practice is fraught with challenges: teachers don't have time to keep up with current trends and thought leaders, schools can't afford subscriptions to journals, and academic articles are often written in impenetrable language.

Other school leaders acknowledge the urgency of seeking advice early and often from the target audience — teachers, students, and parents — so they have a say in shaping the process.

Yet, teachers do matter, often in ways that can not be measured, and since teacher pay accounts for the greatest percentage of education budgets — which continue to dominate state budgets — political leaders and the public feel compelled to call for greater teacher accountability.

Typically, teachers must apply for formal teacher leadership roles (for example, team leader, mentor or coach, department chair), and those appointed often must leave their classrooms.

This is especially true for charter school teachers who teach at schools that are making great strides but are still often misunderstood by politicians, community leaders, and the general public.