Sentences with phrase «positive teacher culture»

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Humanae Vitae, widely rejected both within and outside the Church, is undoubtedly the key to reaffirming the place of the family at the heart of the culture and yet few Catholic catechists or teachers are equipped to give a positive account of its teaching.

In her role as education director at the Greater Good Science Center at UC Berkeley, Vicki writes a weekly blog that provides science - based tips and ideas for promoting the social and emotional well - being of students, teachers, and administrators, as well as methods for creating positive school cultures.

Our enrollment continued to grow, students gave positive feedback about their experiences, teachers continued to build out a curriculum that is aligned to our school competencies, case management and holistic service provision kicked in, and staff culture has been positive.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

In surveys with 300 New York City public school teachers that included an open - ended question about the largest threat to school safety, the most common response was a lack of cohesive culture and positive relationships between staff and students.

Other popular responses read like a prescription for the ideal classroom: rewards, positive feedback, a culture of respect, honest conversation, consistency, and a strong student - teacher rapport.

For example, if a teacher considers being highly verbal, curious, or headstrong as negative factors or behavioral problems, (while in another culture they might be viewed as strengths or spoken about in positive terms), that student will likely not get recommended for gifted testing.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well ‑ being, and better achievement; the culture, ethos and environment of a school influences the health and well - being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

Counselors can partner with principals and teachers to foster a school culture that mitigates anxiety and fosters positive mental health.

Four characteristics were inherent in learning communities that worked to promote positive changes in teaching cultures: collaboration, a focus on student learning, teacher authority, and continual teacher learning.

Support for teachers: It may not be realistic for every teacher to meet Indigenous students» needs relating to language, culture and identity, but there is much that can be done to help teachers to feel confident and competent in establishing positive relationships with their Indigenous students.

Its solution is found most often in creating a positive, supportive school culture and climate, where teachers are treated as professionals and given the opportunity to collaborate, problem solve, and get needed, reasonable supports in timely ways.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well - being, and better achievement; the culture, ethos and environment of a school influences the health and well ‑ being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

The positive energy that results when students feel seen, known, and valued actually gives back energy to the teacher, improves the classroom culture and tone, and replenishes energy and time for intellectual work together.

With the diversity of students entering classrooms each day, paralleled by an increase in globalization, it's more necessary than ever for teachers to actively construct a positive classroom culture.

Those with a positive culture will typically have lots of symbols, artefacts and mottos that foster positive interactions between teachers, students, parents and the community.

Okay, you've walked down the hallways and found lots of symbols, artefacts and mottos that foster positive interactions between teachers, students, parents and the community, but you want to see if the school has those six characteristics of healthy school cultures I've just listed.

A teacher shares how she implements daily mindful moments and their positive impact on classroom culture.

Here's our recipe for coaching teachers to create a positive classroom culture.

are right that well - trained teachers and well - led schools can do a lot to curtail discipline problems before they even start — through engaging curricula, strong relationships with students and parents, positive school cultures, and more.

KIPP teachers utilize a range of strategies (including restorative justice, trust circles, and peer mediators) to help foster a positive school culture and encourage children to develop self - control.

Building and maintaining teacher morale is one of the most important duties a school principal plays in fostering a positive school culture.

And groups like Educators for Excellence are right that well - trained teachers and well - led schools can do a lot to curtail discipline problems before they even start — through engaging curricula, strong relationships with students and parents, positive school cultures, and more.

Best Behavior is a professional development program designed for administrators and teachers to support their efforts in creating and maintaining a positive and supportive school culture that facilitates academic achievement and the healthy social development of students in a safe environment that is conducive to learning.

Creating the conditions under which that can occur — such as a positive school culture combined with appropriate professional development for teachers — is the job of the principal.

Teachers also reported some positive effects on the work environment, including stronger school cultures and better support for tTeachers also reported some positive effects on the work environment, including stronger school cultures and better support for teachersteachers.

General pedagogical knowledge, from «teacher moves» to how to create a positive classroom culture.

Teacher demonstrates caring and respect for all students and creates a positive, energetic, and orderly climate and culture in the classroom.

The game - changing approach that empowers teachers to establish a positive classroom culture in which all students are set up to succeed.

This leader filters Culture Analysis for all positive behaviors tracked during the first quarter to guide a discussion with 6th Grade teacher, Mr. Hathaway, about his classroom cCulture Analysis for all positive behaviors tracked during the first quarter to guide a discussion with 6th Grade teacher, Mr. Hathaway, about his classroom cultureculture.

In preparation for the school's opening, school leaders set out to find a system that would make it easy for teachers to manage student behavior, discipline, and interventions, and create a positive school culture.

Transforming School Culture: How to Overcome Staff Division (Leading the Four Types of Teachers and Creating a Positive School Culture)

If school leaders are intentional about gaining and maintaining teacher buy - in with Kickboard and school culture initiatives, schools are much more likely to achieve the positive outcomes they desire.

The commitment to a positive, supportive culture is so strong that a team of teachers from the Oak Street School is pursuing a Graduate Certificate in School Climate and Social and Emotional Learning at William James College.

Support teachers by keeping and expanding the guidance to promote positive school culture and expand teacher career ladders dedicated to establishing positive school cultures.

Team teachers report positive experiences from the support they receive from their multi-classroom leaders — support that should be extended to all aspiring teachers in the U.S. Opportunity Culture schools with principals who lead strong, schoolwide teams of multi-classroom leaders in core subjects have shown the largest, fastest gains schoolwide in the first years of the Opportunity Culture initiative.

Principals cultivate positive school cultures that are built on trust, strengthen the principal pipeline by identifying teacher leaders and nurturing assistant principals, and through interdependent relationships with superintendents, contribute to strong, district leadership.

It is also giving them the tool kit they need to model practical skills for fellow teachers in order to further embed positive culture into the school.

Franklin Schargel has extensive experience working with K - 12 teachers and administrators providing staff development in the areas of dropout prevention, school leadership, creating positive school cultures, establishing high performing classrooms and working with at - risk learners.

Childhood was viewed as a positive time for the arts for most of the beginning teachers; however, the teenage years appeared negative for the majority of respondents because of teacher criticism, negative school culture towards the arts, and competing subjects.

It implemented a performance - based compensation system combining student growth and achievement measures with 23 measures of school effectiveness, such as positive school culture, effective parent engagement, and teacher leadership.

Several teachers acknowledged the positive contributions of shared planning time and relationships with their colleagues, but the most vociferous voices in favor of adding a professional culture measure came from principals and families.

The challenges to building a positive culture in schools are obvious: the variability of children, as well as teachers, and their various strengths and needs.

Programs and strategies designed to improve principals» ability to include teachers in decision making, foster positive school cultures, and create learning communities are particularly effective.

As I've discovered in leading a diverse high school, mentoring teachers to be leaders of their own professional practice — what I call inside - out leadership — is the way to shape a positive school culture and increase learning.

Invest in principal preparation, training, and empowerment to help them create school cultures that have a positive impact on teacher retention by fostering creative and innovative practices.

Creating a positive school culture: How principals and teachers can solve problems together.

Additionally the power of ongoing communication between schools, teachers, families, and the community allow for much needed transparency between all parties, which can increase trust and build positive, productive relationships, all of which are necessary for positive school culture and increased student learning.

Espiritu recognizes the need to create and foster a positive and respectful culture that extends not only to their students, but also to their teachers.