Sentences with phrase «poverty teachers and school staff»

«The level of child poverty teachers and school staff are witnessing on a daily basis is having a dreadful effect on the life chances and education of far too many children and young people.

Kevin Courtney, joint general secretary of the NEU said: «The level of child poverty teachers and school staff are witnessing on a daily basis is having a dreadful effect on the life chances and education of far too many children and young people.

Not exact matches

Voucher supporters, charter advocates, standards nuts, teacher - effectiveness fanatics — we all fundamentally believe that fantastic schools staffed by dedicated educators can help poor kids climb out of poverty and compete with their affluent peers.

Since last year, the U.S. Department of Education has awarded nearly $ 75 million in grants to schools and school districts interested in developing systems that reward good teaching and compensate teachers for taking jobs in hard - to - staff schools (low - performing and typically high - poverty schools).

Principals, working with teacher - leaders and staff leaders from various vantage points within the school, are positioned to address the wide spectrum of environmental needs that confront high - poverty schools.

A snapshot survey of a sample of heads, teachers and school support staff who are members of the National Education Union (NEU) reveals the extent to which poverty is damaging the educational opportunities for children from poor families.

The only «strong research» NCTQ cites for support of the claim «that entering teachers learn crucial methods of instruction and management through observation of and supervised practice in schools where staff are successfully teaching students living in poverty» is a study by Matthew Ronfeldt.

Reed vs. California was filed in February 2010 and essentially argued that low - performing schools in high - poverty areas — already difficult to staff — were so unfairly impacted by teacher layoffs that it compromised the constitutional rights of students to be educated.

Across the country, states and school districts experience a critical shortage of teachers, especially in hard - to - staff subjects, such as science, technology, and math, and in hard - to - staff schools, such as those in high - poverty and rural areas.

Average district per - pupil spending does not always capture staffing and funding inequities.14 Many districts do not consider actual teacher salaries when budgeting for and reporting each school's expenditures, and the highest - poverty schools are often staffed by less - experienced teachers who typically earn lower salaries.15 Because educator salaries are, by far, schools» largest budget item, schools serving the poorest children end up spending much less on what matters most for their students» learning.

The law encourages local districts to submit teacher pay proposals for the pilot that could look like one of two distinct models: either pitch a plan that would reward teachers on the basis of how well their students do on tests, or present an idea for paying teachers who work in hard to staff subject areas or rural / high poverty schools and / or taking on additional leadership roles to improve student success.

Just fifteen years ago... high - poverty (MPS) schools were fully staffed with librarians, guidance counselors, full - time reading specialists, art, music and physical education specialists, program implementers, technology teachers, paraprofessionals, special education teachers, nurses, social workers, psychologists, speech pathologists, and classroom teachers with small classes that allowed them to provide plenty of individual attention to children.

Opportunity Culture schools are experiencing strong success in recruiting and retaining great teachers even in high - poverty schools that previously could not fill all of their positions — especially crucial in hard - to - staff areas such as STEM.

At that time, Auer and other high - performing, high - poverty schools were fully staffed with librarians, guidance counselors, full - time reading specialists, art, music and physical education specialists, program implementers, technology teachers, paraprofessionals, special education teachers, nurses, social workers, psychologists, speech pathologists, and classroom teachers with small classes that allowed them to provide plenty of individual attention to children.

Dedicated teachers and staff at Glendale Middle School in Utah show how hard work and a boundless belief in students can raise achievement in an environment where most of the students live in poverty and many have enormous challenges in their home lives to overcome.

Many state school finance systems are not designed based on the actual costs of purchasing the teachers, support staff and other resources to deliver rigorous education standards, including the additional resources necessary to meet pressing needs in the nation's high poverty schools and districts.

Although the impact of poverty certainly should be acknowledged, some of the challenges of high - poverty schools — less - qualified teachers, staff turnover, fewer resources, or limited access to advanced coursework — are the consequence of policy decisions for which local and state officials should be held accountable.

-- To boost the quality of teachers and principals, especially in high - poverty schools and hard - to - staff subjects, states and districts should be able to identify effective teachers and principals — and have strategies for rewarding and retaining more top - notch teachers and improving or replacing ones who aren't up to the job.