Sentences with phrase «only classroom instruction»

That includes not only classroom instruction and routines, but also how parents are reached and addressed.

A completed insurance certification form,, which is included in the application packet; if you offer only classroom instruction, you may be exempt from this requirement.

We strive to provide not only classroom instruction and support, but also extracurricular and after school programming whenever possible.

Not exact matches

In - depth classroom instruction on setting up your business and managing day - to - day procedures is only the beginning.

The regulations, approved by the SUNY Charter Schools Committee on Wednesday, were tweaked from the original proposal, which would have cut the number of hours of classroom instruction a teacher must receive to only 30.

Of all the factors that contribute to what students learn at school, leadership is second in strength only to classroom instruction.

Educomp targets schools with products it says are not only inexpensive but user - friendly and easily combined with traditional classroom instruction.

The fundamental practices of classroom discipline and instruction are like the little parts of your new IKEA wardrobe: remove only a few and the entire structure will eventually fall apart.

«One example is prioritizing our local Haitian Creole in training and classroom instruction, which is often sidelined for teaching in French only.

This figure includes only computers located in classrooms that are available for student instruction.

He told me that although classroom instruction took place in English, the reality was he only said about one to two sentences in English aloud per class, per day.

For one thing, the school districts have redefined a sheltered English classroom to include not only self - contained classrooms of English Learners taught in English, but also mainstream classrooms with ESL pullout instruction and self - contained classrooms of English Learners receiving up to 30 percent of their instruction in Spanish.

Teachers accomplish this not only by making their classroom content and instruction engaging but also by making their assessments authentic.

«But they were only able to succeed — and were more likely to choose to stay — when those schools provided high - functioning organizational supports that were essential for their success in the classroom, so they could focus on instruction.»

Many teachers utilize technology and employ the flipped classroom model for instruction, but the key to connecting with this type of learner lies not only in the delivery of the content, but the connection to real world experiences.

This package of documents includes the following: - DETAILED MASTER SUBSTITUTION REPORT - ATTENDANCE SIGN IN SHEET (Sub to leave for the teacher)- DISCIPLINE REPORT (Sub to leave for the teacher)- CLASSROOM SETUP SHEET (for the sub only)- WEEKLY SCHEDULE NOTES SHEET (Teacher for the sub)- INFORMATION SHEET FOR THE SUB (Teacher for the sub)- DAILY ASSIGNMENT LOGS (for short or long - term subs)- EVENT OBSERVATION AND FIELD EXPERIENCE JOURNAL - CLASSROOM INSTRUCTION AND OBSERVATION LOG - PROFESSIONAL DEVELOPMENT AND EXPERIENCE LOG

At Mount Desert Elementary, SEL, coupled with an approach to academic instruction that is responsive to each student's needs, helps to create a school community where students gain not only a strong academic education but also the self - confidence, emotional maturity, and social skills needed to succeed beyond the walls of the classroom.

Two decades of surveys by the National Center for Education Statistics (NCES) suggest that the typical teacher spends only about 68 percent of classroom time on instruction related to core academic subjects, with the remainder consumed by administrative tasks, fund - raising, assemblies, socialization, and so forth.

In addition to resources for direct instruction, the site designates an area for helping teachers not only integrate Try Science materials into classroom activities, but also connect with parents and students.

That assistance is available at a time when, according to information from PLATO Learning, only 1/3 of teachers report that they feel prepared to use computers for classroom instruction, and 77 percent report spending 32 or fewer hours on technology - related professional development activities.

True blended learning affords students not only the opportunity to gain both content and instruction via online as well as traditional classroom means, but also an element of authority over this process.

Moreover, professional learning activities must be something authentic or applicable to their present situations because it is only when a teacher sees how a tech tool can work or improve instruction, assessment, or classroom management can he or she truly realize the importance of that professional learning activity.

The quality of school leadership is second only to the quality of classroom instruction to improve student achievement.

Instead of considering how they can use particular OER content and OER curation platforms to transform instruction, schools too often look only at whether OER solutions cover the required content for given courses or are easy and appealing for teachers and students in traditional classrooms to pick up and use.

Although the final MET report will include several additional «competitors» (including scoring of live and videotaped classroom instruction), this initial report compares only two: value - added scores and the surveys of students» perception of teachers» skills and performance — not the strongest basis to call something «among the best.»

Only one in 10 elementary classrooms across the country emphasizes the development of cognitive skills; other researchers have advocated for explicit instruction of metacognitive, cognitive, and other strategies to facilitate the process of learning as a way to engage and motivate middle and high school students.

is part of not only health education classes, but also integrated into other classroom instruction through subjects such as math, science, language arts, social sciences and elective subjects;

In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families.6

Leadership is second only to classroom instruction among all school - related factors that contribute to what students learn at school.

Kathleen Cotton found that only 50 % of classroom time is spent on instruction while the other 50 % is consumed by behavior management.

«In developing a starting point for this six - year study, we claimed, based on a preliminary review of research, that leadership is second only to classroom instruction as an influence on student learning.

Would the patterns identified in this study, teacher - centered instruction with the IWB and a largely projection - only use of the IWB, hold true in the classroom of someone who is more fluent in the capabilities of the device?

By: Rachel Brown, Ph.D., NCSP One of the challenges to providing individualized instruction and feedback to all students is the reality that in every classroom there is usually only one teacher and many students.

One of the challenges to providing individualized instruction and feedback to all students is the reality that in every classroom there is usually only one teacher and many students.

A report commissioned by the Wallace Foundation in 2010 found that leadership is second only to classroom instruction as an influence on student learning.

Leadership is second only to classroom instruction among all school - related factors that contribute to individual student achievement.

Not only is the curriculum aligned to Arizona's College and Career Ready Standards, the classroom instruction reflects the changes in how curricula are presented.

This online education tool combines video with text or voice - only instruction to attempt the next best thing to a live classroom, without all the bandwidth issues of videoconferencing.

... However, only about one - third of elementary teachers in the United States felt well prepared or very well prepared to use computers and the Internet for classroom instruction, and less experienced teachers felt better prepared to use technology than their more experienced colleagues.

Foorman and her colleagues» text reflects a deprivation view of reading difficulties when attributing reading failure in entire schools within urban districts not only to inadequate classroom instruction but to «lack of home preparation in understanding the alphabetic principle» (p. 37).

· Personnel in departments of education and legislatures at the state and federal levels must understand that only classroom teachers can directly impact instruction and learning.

Yet, by 1999 computers had still made only minor impacts on instruction in K - 12 classrooms.

As a result of her experiences as a mathematics teacher, Kimberly feels a deep sense of commitment and responsibility to conduct research that will not only contribute to the research community's knowledge but will also have direct implications for instruction in the secondary classroom.

They are holding up the mirror often and accepting that the students will only change when the adults change what they do with instruction in their classrooms.

Teachers using technology in their English language arts classrooms are not only improving their instruction for their students; they are changing the very nature of that instruction.

But Gregory said the inconsistency came in the principal's narrative that followed the numerical grades, where Miller - Harrington only had praise in her observations of Williams» instruction in the classroom.

American middle and high school teachers report spending more time at the front of the classroom than teachers in nearly every other country in the developed world.9 While U.S. teachers deliver instruction for about 80 percent of their workday, the international average is around 60 percent — and teachers in high - performing nations like Japan, Korea, and Singapore spend only about one - third of their time providing instruction directly to students.10 We know that it does not have to be this way for U.S. teachers.

With the only patented online methodology for differentiated instruction, blended learning leaders turn to Achieve3000 to deliver real results and make concrete, measurable gains toward transforming their classrooms.

One study commissioned by The Wallace Foundation about how leadership influences student learning found that for the most part, there are no documented instances of school turnaround without an effective principal — leadership is second only to effective classroom instruction as the most important school - level factor affecting student achievement.

This only gives us a snapshot of the reading instruction within these classrooms.