Sentences with phrase «poor quality of his teachers»

I constantly worry about his academic needs — the school's curriculum, the lack of accountability within the classrooms, the poor quality of his teachers and the ongoing need for additional instruction time for his struggling classmates.

Not exact matches

An advocate for a local teachers union also expressed concern to the New York Times Magazine about the quality of the education, arguing Bridge focuses less on getting poor students to the baseline as enticing public school students to switch to Bridge schools.

I also became acutely aware of the challenges public school art teachers face with large class sizes, poor quality materials, and infrequent class time.

I realize, of course, that there have always been sharp disparities between schools in affluent areas and poor areas — reflected in the quality of teachers, the availability of materials, the curricula, facilities and more.

The Alliance for Quality Education, a statewide coalition of education groups including teacher unions, contends that all additional state financial assistance allotted to districts in 2016 - 17 should be distributed according to the state's «foundation» formula, which gives extra weight in funding distribution to districts with students who are poor or non-English speaking.

Another answer is that traditional qualifications are poor predictors of teacher quality.

Our findings also suggest teachers can not rely on a fixed positive «set - point» of motivation and engagement among their students as a buffer for poor quality instruction and activity.

The Social Mobility Commission also stated that they found «high - quality teachers who believe that poor children are capable of making progress are key to ensuring progress».

Only one in four teachers claims that the state's standardized tests offer excellent or good information about the quality of schools, compared to the 69 percent who believe that the information is either fair or poor.

Poor conditions or lack of school facilities, low - quality teachers, teacher shortages, poor student - teacher interactions, geographic access to school, less challenging courses and student borPoor conditions or lack of school facilities, low - quality teachers, teacher shortages, poor student - teacher interactions, geographic access to school, less challenging courses and student borpoor student - teacher interactions, geographic access to school, less challenging courses and student boredom

American schools, and particularly schools serving our poorest kids, should be far better, freer of stupid bureaucracies and self - serving teacher unions, staffed by better people, and supported by systems that encourage quality instead of fighting it.

Advocates argue that the use of VA measures in decisions regarding teacher selection, retraining, and dismissal will boost student achievement, while critics contend that the measures are a poor indicator of teacher quality and should play little if any role in high - stakes decisions.

This evidence is consistent with a simple theory of teacher labor markets that predicts that lower quality teachers will be disproportionately found in schools with low ‐ achieving, poor and non-white students.

Add in certification rules that keep mid-career professionals with strong math and science skills out of teaching, near - lifetime employment policies and discipline processes that keep laggard and criminally - abusive teachers in the profession, and practices that all but ensure that low - quality teachers are teaching the poorest children, and shoddy teacher training perpetuates the nation's educational caste system.

In fact, according to a recent survey of teachers working in Los Angeles conducted by the National Council on Teacher Quality, 68 percent reported that «there were tenured teachers currently working in their schools who should be dismissed for poor performance.»

Not surprisingly, in some of the poorest places where education quality matters most, many teachers are not helping children to learn to read or do basic arithmetic.

All of the «options» Florida is offering have the same issues as public education: they are only as good as the quality of programs & people - administrators, teachers, evaluators, etc. implementing them - and more importantly, in the voucher plan there are two huge issues: 1) poor and uneducated parents rarely are aware of the range of quality and number of schools available (which I am sure the politicians are counting on) 2) Even if every parent were saavy in the needs of their child and the kind of school they should look for, there aren't enough of those schools available...

President Lyndon B. Johnson, a former school teacher of poor immigrants on the outskirts of the American Dream, recognized the awesome power of the federal government to ensure that all students, regardless of socioeconomic status, receive a quality education.

A 2015 report by the National Research Council, the research arm of the National Academies of Sciences, Engineering and Medicine, said the District's poor and minority students were still far less likely than their peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.

TFA, suitably representative of the liberal education reform more generally, underwrites, intentionally or not, the conservative assumptions of the education reform movement: that teacher's unions serve as barriers to quality education; that testing is the best way to assess quality education; that educating poor children is best done by institutionalizing them; that meritocracy is an end - in - itself; that social class is an unimportant variable in education reform; that education policy is best made by evading politics proper; and that faith in public school teachers is misplaced.

When the National Council on Teacher Quality released last month its report on teacher training programs, I was not shocked to read that the vast majority of colleges and universities do a poor job of preparing their students toTeacher Quality released last month its report on teacher training programs, I was not shocked to read that the vast majority of colleges and universities do a poor job of preparing their students toteacher training programs, I was not shocked to read that the vast majority of colleges and universities do a poor job of preparing their students to teach.

The rules requiring waiver states to submit plans for providing poor and minority children with high - quality teachers was unworkable because it doesn't address the supply problem at the heart of the teacher quality issues facing American public education; the fact that state education departments would have to battle with teachers» union affiliates, suburban districts, and the middle - class white families those districts serve made the entire concept a non-starter.

In other words, schools in poor urban and rural areas of the country might not suffer from a shortage of teachers in general, but they lack for the quality teachers that Kopp's organization provides.

Berliner seemed to shield teachers from much of the responsibility for poor academic performance by students as he testified that conditions beyond the classroom — he mentioned about nine of them — account for 60 percent of what influences a student's scholastic achievement whereas in - school factors such as class size, curriculum, the quality of the principal and the teacher account for only 20 percent.

This is a short - sighted response because it fails to give appropriate weight to the teacher, along with many other elements of the schooling context (e.g., high - quality instruction tailored to meet individual needs, strong home - school relationships, systematic evaluation of pupil progress) in explaining the growth of poor children's reading ability (Taylor & Pearson, 1999).

It stated that «it is vital that serving teachers have access to on - going, high - quality opportunities to update and refresh their skills and knowledge» and that «evidence - driven, career - long learning is the hallmark of top professions»; also identifying that «teachers report that far too much professional development is currently of poor quality and has little or no impact on improving the quality of their teaching» (Department for Education, 2014: 10).

As Dropout Nation has noted ad nauseam, few of the accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers, and school leaders need to help all students get high - quality education.

Chronic absenteeism also can result from poor quality education, ambivalence about or alienation from school, and chaotic school environments, including high rates of teacher turnover, disruptive classrooms and / or bullying.

I just hope that the they don't let the quality of the school inhibit their own efforts to be good teachers, because an incredible teacher can change lives even in a bad neighborhood or a poor school system.

The process of sorting students by their achievement level has the consequence of exposing minority and poor students to lower quality teachers and less - resourced classmates.

The U.S. Department of Education is contemplating issuing new rules that could prod states to ensure that poor and minority children get access to as many high - quality teachers as their more - advantaged peers.

Abdal - Haqq (1991) identified four limitations which include (a) consumption of considerable resources, (b) lack of professional kudos among university and college faculty, (c) poor school culture, and (d) a paucity of quality sites where teacher candidates might be placed.

For all of the attention focused on identifying and removing poor teachers, we will not improve the quality of the profession if we do not also cultivate an excellent supply of good teachers who are well prepared and committed to career - long learning.

In Alabama, where the state sustained aggressive reading instruction and curriculum reform (even as it failed to overhaul teacher quality and expand school choice), 33 percent of students read Below Basic, a 15 percent decline from nine years ago; the percentage of poor fourth - graders who were functionally illiterate declined by 16 percent in that same period, from 61 percent to 45 percent.

With all of the negative aspects of the teaching profession (low pay, working in dangerous neighborhoods, etc...) it may soon come to pass that no one will want to become a teacher, and then we'll be stuck with only poor quality teachers.

Yet the evidence has shown this isn't the case: The few instances of gains happen largely because of other matters, notably that poor and minority kids finally got high - quality teachers.

The quality of teacher preparation is crucial to helping students reach high academic standards, but in the late 1980s there was concern that many teachers were entering the profession unprepared, having received poor - quality training.

More - importantly, because the quality of teaching varies more within schools (from classroom to classroom) than among them, the racial myopia of teachers (and their low expectations for the poor and minority children in their care) are matters that have to be addressed in order to help all children succeed.

According to Charlotte Danielson, author of the most widely - used teacher evaluation framework, «A commitment to professional learning is important, not because teaching is of poor quality and must be «fixed,» but rather because teaching is so hard that we can always improve it.»

A) should read the teachermandc.com blog as it reveals that there are teachers out there who still are inspiring students to love learning and are managing to teach despite the enormous influence of poor quality «top - down» curricular models.

Since the vast majority of factors affecting test scores occur outside school, test scores are poor measures of school quality, teacher quality and student performance.

Written by Daniela Mantilla, Program Associate (more about Daniela) The national debate on teacher quality has put a spotlight on teacher evaluation — on its importance and the poor state of the status quo in reflecting an evaluation system...

Due to principal pushback or the poor quality of the teaching pool, the DOE was only able to place 41 of the 1202 ATR teachers.

It also means that teachers who are improving the quality of education for poor and minority children will also end up being deported, harming the futures of the children they serve.

This is an unexpected finding, and my theory is that teachers tend to generally have very low expectations of what «appropriately providing for professional development» actually looks like, meaning that they are likely to report a positive for this on self - report surveys even if the quality is relatively poor, hence the low correlation with intention to leave.

Quality has been defined in terms of both process (activities) and structure (teacher characteristics, class size, etc.) and is poor to mediocre in many countries.6 - 7 The effects of variations in care are not expected to be uniform; rather, it is expected to vary with the characteristics of the children, their families, and the broader social contexts in which they live.