Sentences with phrase «prepared teachers in the subjects»

Not exact matches

No teacher should be or need be at a loss to deal intelligently and fairly with most religious issues that might arise in public schools in a pluralistic society, and every teacher can be and ought to be prepared to grasp the religious dimensions in any subject of study and to use sectarian differences to clarify issues and enrich the learning of all.

At Sunbridge Institute, you can prepare to become a Waldorf birth - to - age - seven educator through our Early Childhood Teacher Education Program, a Waldorf grades -1-8 class teacher through our Elementary Teacher Education Program, or a Waldorf subject teacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher EduTeacher Education Program, a Waldorf grades -1-8 class teacher through our Elementary Teacher Education Program, or a Waldorf subject teacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher Eduteacher through our Elementary Teacher Education Program, or a Waldorf subject teacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher EduTeacher Education Program, or a Waldorf subject teacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher Eduteacher through our specialized intensives in Grades 1 - 12 World Language Teacher Education or Grades 1 - 8 Music Teacher EduTeacher Education or Grades 1 - 8 Music Teacher EduTeacher Education.

She says teachers in the district would like to start preparing students for the state assessments in those subjects.

It will train students to teach specific subjects, prepare students to be competent teachers through field - based training from their first day on the job, and provide continued resources and supports necessary to enable students to remain in teaching.

Launched in 2015, HTF prepares teachers in three distinct ways by training students to teach specific subjects, preparing students to be skillful teachers through field - based training from their first day on the job, and providing continued resources and supports necessary to enable students to remain in teaching.

Teachers emphasized time management (setting the number of days and then building in a 20 percent overrun), flexibility (being prepared to give alternative instruction to reinforce subject matter versus knowing when to maintain a deadline), and priming (starting project dialogue and setting expectations early).

Veteran teachers recommend setting the number of days expected to achieve a milestone, then building in a 20 percent overrun; teachers should be prepared to provide alternative instruction to reinforce subject matter and to know when to enforce deadlines (Mergendoller & Thomas, 2005).

Subs have to be prepared to teach any subject in any classroom ~ and to top it all off ~ they have to learn loads of new names each time that they cover for a classroom teacher.

The report highlighted that «students are spending too much time preparing for and taking tests,» teachers were «teaching to the test,» and the narrow focus on ELA and math has «diminished the joy in learning, inhibited creativity, and taken time away from other subjects.»

It is clear, however, that LTLT - related subjects often require innovative and creative teaching practices which in turn, require greater time for teachers to prepare adequate lesson plans and gather necessary materials.

For example, if teachers are expected to use informational text in their class, be prepared to give specific examples for each subject area.

California will continue to land at the very bottom of every measure of how well we're preparing our students for the future — graduation rates, social and emotional wellbeing, math and reading achievement — unless we make serious changes to ensure every student has a great teacher, in every subject, every year.

First, every day, in every subject area, teachers were required to present an exercise to prepare students for the ACT.

Kindergarten and elementary school teachers instruct young students in basic subjects, such as math and reading, in order to prepare them for future schooling.

Sequence - based reading assessments would make the subject matter of the passages predictable (more like assessments in other subjects), reassuring teachers that if they teach the specified domains, their students will be optimally prepared to comprehend the passages they are to be tested on.

Those seeking alternative certification must pass subject - matter exams that are not required of traditionally prepared teachers, who have taken an approved sequence of courses in their majors.

With the sole exception of reading / ELA, every teacher — from third - grade math to AP U.S. History — knows the subject matter students must learn in order to prepare for a test.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

Generation Beyond will bring pupils ever closer to a new era of space exploration, helping teachers to ignite interest in STEM subjects and preparing today's pupils to lead tomorrow's innovation and discovery.»

Currently, Title II of ESSA supports teacher residency programs that prepare teachers in shortage subject areas or to teach in high - needs schools; high - quality induction programs; job - embedded professional development focused on continuous improvement of teachers» skills; and career ladders for accomplished teachers.

These schools provide various fields of study in the area of education, allowing aspiring teachers to prepare to work with the grade level and subject they are most interested in.

Teachers at Harrow School help pupils from a local sixth - form college prepare for Oxbridge interviews in a range of different subjects.

The law itself describes its intention to prepare teachers to work in «high - needs» areas, which include both communities and subject or specialization areas experiencing teacher shortages.

«Teachers deserve the opportunity to be prepared, and we congratulate these colleges and universities for leading the pack in taking steps to give teachers a solid base in subject knowledge,» said Kate Walsh, president Teachers deserve the opportunity to be prepared, and we congratulate these colleges and universities for leading the pack in taking steps to give teachers a solid base in subject knowledge,» said Kate Walsh, president teachers a solid base in subject knowledge,» said Kate Walsh, president of NCTQ.

The National Science Teachers Association offers advice and resources to help teachers engage their students in STEM subjects, and middle and high school educators talk about preparing students for college and future careers in the STEMTeachers Association offers advice and resources to help teachers engage their students in STEM subjects, and middle and high school educators talk about preparing students for college and future careers in the STEMteachers engage their students in STEM subjects, and middle and high school educators talk about preparing students for college and future careers in the STEM fields.

During the 2013 AACTE Annual Meeting (February 28 - March 2, 2013, Orlando FL), the Preparing Teachers for Practice strand examined specific problems of preparing new teachers to teach in core subject areas and reports on the state of knowledge related to those Preparing Teachers for Practice strand examined specific problems of preparing new teachers to teach in core subject areas and reports on the state of knowledge related to those pTeachers for Practice strand examined specific problems of preparing new teachers to teach in core subject areas and reports on the state of knowledge related to those preparing new teachers to teach in core subject areas and reports on the state of knowledge related to those pteachers to teach in core subject areas and reports on the state of knowledge related to those problems.

If technology use and real world applications of concepts are desired in our nation's mathematics and science classrooms, then courses that prepare future teachers of these subjects should incorporate and model effective uses of each of these.

The study found that in primary schools, many teachers report that the amount of time spent on the core subjects of English and maths increases in Year 6 in order to prepare for the Sats tests taken by 11 year olds, with other areas taught less, or not at all.

To express concern regarding the difficulty of school leaders to staff teaching positions in certain subject areas and geographic regions, and to offer policy recommendations that will help ensure each student is taught by highly prepared and effective teachers.

Gordon Lafer, in an in - depth report this year for the Economic Policy Institute (EPI), notes that Rocketship's educational model rests on four strategies: «the replacement of teachers with computers for a significant portion of the day; a reliance on young and inexperienced teachers for the rest of the day; narrowing the curriculum to math and reading with little attention to other subjects; and even within these subjects, a relentless focus on preparing students for standardized tests.»

Through Teachers for Today and Tomorrow (T3), we and our partners prepared and placed teachers in multicultural settings who bring a passion for teaching and innovation in bilingual / ESL and STEM sTeachers for Today and Tomorrow (T3), we and our partners prepared and placed teachers in multicultural settings who bring a passion for teaching and innovation in bilingual / ESL and STEM steachers in multicultural settings who bring a passion for teaching and innovation in bilingual / ESL and STEM subjects.

In addition, teachers meet with their subject area peers where the higher - grade teachers can identify weaknesses they are seeing and the lower grade teachers can work on strengthening those skills and better preparing the students for the higher levels.

Researchers have posited that preparing science teachers to use educational technology in appropriate ways requires a multifaceted approach that includes subject - specific preparation, examples, and resources (Flick & Bell, 2000).

We have prepared teachers in high - need areas that were identified by school districts, such as bilingual / ESL, special education, math, science and other subjects with an added supplemental certification in ESL and special education.

Not only has P3 offered teachers of specific subject - content (e.g., math, science, or technology) cross-disciplinary opportunities for learning (almost all teachers noted that they felt better prepared to delve deeper into content in their own and related fields), but also the opportunity to learn and work side by side with students who represent their classroom populations.

The idea of «preparing excellent teachers who are excellent in their subject,» she says, has been overtaken by other concerns — «professors wanting to be respected in the university, and teachers» colleges wanting to become places where research is done and to be agents of transformational change.»

In 1986, Shulman proposed a more in - depth look at what teachers must know in order to teach, highlighting that future teachers need to be prepared to be able to transform that subject matter content through teaching strategies to make that knowledge accessible to learnerIn 1986, Shulman proposed a more in - depth look at what teachers must know in order to teach, highlighting that future teachers need to be prepared to be able to transform that subject matter content through teaching strategies to make that knowledge accessible to learnerin - depth look at what teachers must know in order to teach, highlighting that future teachers need to be prepared to be able to transform that subject matter content through teaching strategies to make that knowledge accessible to learnerin order to teach, highlighting that future teachers need to be prepared to be able to transform that subject matter content through teaching strategies to make that knowledge accessible to learners.

Dyllan recognized that teachers need to be knowledgeable in their subject area, well - prepared each day, able to think on their feet, and skilled at managing groups.

As far as preparing our future teachers: clearly we need people to know their content area, but they do not necessarily need to have majored in a subject matter, although they should be able to demonstrate sufficient subject matter by some means, and a major and even a good GPA are not necessarily guarantees.

This typically involves changes in (a) textual materials (that is, moving from commercially prepared short stories and text excerpts to original literature as a basis for instruction); (b) curriculum organization (such as moving from isolated instruction in reading, writing, language, and subject matter to intra - and interdisciplinary teaching); and (c) changes in roles and contexts (that is, the teacher moving from controlling topics and turns to assuming a supportive instructional role, while students take greater responsibility for topic selection, discussion, and assessment of their own progress).

During the 2012 AACTE Annual Meeting (February 17 - 19, 2012), the focus of the Preparing Teachers for Practice strand was on elementary mathematics and secondary English Language Arts, the two subjects addressed in the new Common Core State Standards.

As a condition of licensure, Washington should require its secondary teacher candidates to pass a content test in each subject area they plan to teach to ensure that they possess adequate subject - matter knowledge and are prepared to teach grade - level content.

Oregon should reconsider its waiver policy and, as a condition of licensure, require all secondary teacher candidates to pass a content test in each subject area they plan to teach to ensure that they possess adequate subject - matter knowledge and are prepared to teach grade - level content.

The Literacy Design Collaborative organization will equip teachers with the tools and training needed to effectively implement College and Career Readiness Standards in K — 12 classrooms so that all students experience effective teaching and learning in all subject areas throughout their schooling and emerge prepared to meet the demands of citizenry in the 21st century.

Kindergarten and elementary school teachers instruct young students in basic subjects, such as math and reading, in order to prepare them for future schooling.

• Design and develop class curriculum • Develop teaching methods and strategies to teach a variety of subjects • Prepare and impart lesson plans on a daily basis • Administer student activities • Grade homework, class work, papers and exams • Assess students» progress and determine need for remedial classes • Prepare and distribute learning aids to students • Manage student behavior • Maintain effective teacher - student relationships • Create and maintain liaison with parents in order to provide them with progress reports

Physical Education Teacher • Taught physical education in line with the school guidelines • Planned and prepared PE instructions • Carried out assessment procedures • Organized PE workshops for staff and parents • Wrote subject developments within PE • Carried out playground duties

THE NEWAGE SCHOOL, Grand Bay, AL (1/2008 to 5/2010) Teacher • Created and implemented core lesson plans according to specific subject curriculum • Designed and developed instructional materials and aids to assist in imparting instructions • Worked with the administration to develop curriculums according to state requirements • Observed students to ensure that they understand concepts taught in school and assist students who may have trouble understanding concepts • Prepared and administered class tests and exams and mark / grade them • Supervised students to ensure that they are behaving appropriately and addressed any behavioral issues with tact • Provided parents with feedback on students» progress and suggestion for improvement where necessary

They will also need to point out their major, since most college teacher training programs specialize in preparing teachers for specific subjects and levels of teaching.

Present subject matter and materials that have been prepared by teachers for students ranging from 9 - 12th grade in all subjects Enforce administration and classroom policies and rules for students while maintaining a positive atmosphere Record student attendance.