Sentences with phrase «only teaches us the effectiveness»

At the retreat, our mission is to not only teach you the effectiveness of a low - fat, plant - based, whole - food lifestyle for living with diabetes, but also equip you with the skills to take the information home and put it into practice for lifelong success.

Not exact matches

MBCP teacher training is firmly grounded in the principle that the authenticity and effectiveness of one's teaching can only come through one's own personal mindfulness practice.

Yelling is not only disrespectful and teaches your child that aggression is okay, but it loses its effectiveness over time.

Warning: Read this column only if you are interested in improving your school by maximizing the skill, effectiveness, and self - reflective abilities of your teaching staff.

Research has shown that though mobile technology is a great tool in our teaching and learning experience, many who use it only use it to increase efficiency and not necessarily effectiveness.

Both initial certification programs, which happen mostly at the undergraduate level, and master's in teaching degrees, which provide additional training to existing teachers, have only a limited impact on teacher effectiveness.

A teacher's later effectiveness is only weakly related to what college they went to, or what grades they got, or whether or not they have a teaching credential.

A successful undergraduate teacher in, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professor.

While these findings can not speak to the effectiveness of various certification policies, they at least dispel the notion that only the traditional route to teaching can produce good teachers.

Paul, Unfortunately, while an administrative credential grants the right to evaluate teachers, it does not guarantee the necessary abilities are acquired — only that they are presented; just as holding a teaching credential does not guarantee the teacher has the necessary abilities to instruct (and, btw, what are the agreed upon definitions of ability and effectiveness?).

[29] This line of research is important, given that policymakers care not only about the effectiveness of teachers but of their paths in and out of teaching careers.

This information is only available for teaching position assignments requiring annual effectiveness ratings.

Because the CTIME process is about continual improvement, we think that the actions co-teachers take based on their ongoing professional learning will result not only in their own improved teaching effectiveness, but ultimately in the increased success of the students in their inclusive classes.

Only when similar sources of evidence support similar inferences and conclusions can our confidence in the sources as independent measures of the same construct (i.e., teaching effectiveness) increase.

Initiatives to develop teaching quality and effectiveness must consider not only how to identify, reward, and use teachers» skills and abilities, but also how to develop teaching contexts that enable good practice.

Though only four states require and provide funding for a multi-year teacher induction program, some states are also focusing on crafting residencies or induction programs to ensure new teachers» success.53 South Carolina's System for Assisting, Developing, and Evaluating Professional Teaching requires that before the beginning of the school year, all new teachers be assigned mentors for at least one year.54 The mentors are selected and matched to mentees on the basis of effectiveness; knowledge of new teacher professional development and effective adult learning strategies; and similar experience, certifications, and grade level assignments.

That is, they supposedly reflect only a teacher's effectiveness, not whether she teaches high - or low - income students, for instance, or students in accelerated or standard classes.

In other words, using standards not only to check on student progress, but more frequently, to monitor the effectiveness of teaching.

Teaching effectiveness tends to increase rapidly in a teacher's first few years on the job, only to level off after a few years.

Structuring retirement plans to reward teachers that only teach for three or four years does not make sense because that would reward teachers who leave before reaching their peak effectiveness, often to be replaced by someone without any experience.