Sentences with phrase «quality alternative teaching»

With the introduction of Canvas we can encourage student autonomy, ensure wider curriculum access and provide high quality alternative teaching and learning approaches that match student needs — and in turn facilitate an excellent learning experience.»

Not exact matches

One difficulty grows out of the presence of something in Jesus» teaching, namely, a certain strenuous and uncompromising quality; the other difficulty grows out of the lack of something, namely, light on what particular choices should be made between available alternatives in many concrete situations.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

At a minimum, education policymakers should consider experiments that provide actuarially fair alternatives to traditional DB plans for new teaching recruits, and evaluate their utility for recruiting and retaining high - quality teachers.

When he was 13 and all we had to offer was an alternative school that lacked safety, creativity, and quality teaching?

A shift to a focus on measuring outcomes will open the licensure process to high - quality alternative pathways into teaching and encourage innovation among higher education providers who wish to compete on cost and quality rather than on traditional curriculum and seat - time requirements.

Design a school that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Now What?

For most of the past decade, NCATE, the American Association for Colleges of Teacher Education and the ed schools they represent have spent more time criticizing school reformers, decrying the presence of alternative outfits such as Teach For America, and defending their shoddy offerings, than on improving the quality of their teacher training.

After all, the rise of alternative certification — which has lowered barriers to entry into teaching seemingly without sacrificing quality — is arguably one of reformers» biggest policy wins.

The education committee is asking for written submissions on the routes into alternative provision, the quality of teaching in PRUs and other institutions, educational outcomes and destinations of pupils.

2.2 The Superintendent provides adequate financial support and other needed resources for implementation of quality alternative education services (i.e., teaching and non-teaching staff, equipment, technology, supplies, curriculum, etc.).

In our continuous efforts to provide top quality education to all our nation's students, we must also consider related efforts to improve our teacher pipeline, such as strengthening pathways into teaching (traditional and alternative); providing meaningful professional development, and focusing on measuring and improving educator effectiveness.

Although many states now staff their schools with teachers prepared through alternative certification routes, there is a growing concern about the quality and relevance of the programs to produce excellent teachers, especially teachers to serve the teaching fields with the most needs — math, science, special education and English as a second language and bilingual education.

For information about alternative compensation for teachers, see the following: Teaching Commission and USC California Policy Institute, «Understanding Alternative Teacher Compensation,» USC California Policy Institute, 2005; J. Azordegan, P. Byrnett, K. Campbell, J. Greenman, and T. Coulter, «Diversifying Teacher Compensation», The Teaching Commission and Education Commission of the States,» ECS, December 2005; Minnesota Department of Education, «Q Comp: Quality Compensation for Teachers», Febalternative compensation for teachers, see the following: Teaching Commission and USC California Policy Institute, «Understanding Alternative Teacher Compensation,» USC California Policy Institute, 2005; J. Azordegan, P. Byrnett, K. Campbell, J. Greenman, and T. Coulter, «Diversifying Teacher Compensation», The Teaching Commission and Education Commission of the States,» ECS, December 2005; Minnesota Department of Education, «Q Comp: Quality Compensation for Teachers», FebAlternative Teacher Compensation,» USC California Policy Institute, 2005; J. Azordegan, P. Byrnett, K. Campbell, J. Greenman, and T. Coulter, «Diversifying Teacher Compensation», The Teaching Commission and Education Commission of the States,» ECS, December 2005; Minnesota Department of Education, «Q Comp: Quality Compensation for Teachers», February 2009.

For many years, talented women had few career alternatives to nursing and teaching; this kept teacher quality artificially high.

These issues have become more embarrassing as alternative teacher training outfits such as Teach For America have emerged as the high - quality teacher training regimes of choice for school districts.

To demonstrate, he and his research team created an alternative framework based on multiple school - quality indicators — including teaching environment, student commitment, and learning resources — for an urban district in Massachusetts.

When looking for qualities that distinguish educational alternatives from each other, one could certainly identify the curricula taught within schools.

«We need to expand the alternative teaching licensure program, and make sure that those folks who want to come into education have a clear and quality path in order to change careers and come into the classroom and be educators,» he said.

To close the Latinx teacher - student gap, policymakers need to prioritize access to higher education and high - quality alternative pathways into the teaching profession.

Although some preparation programs require that students complete as many as 600 clinical training hours through student teaching, other programs — which are all low - quality alternative certification programs — report that their students did not complete any clinical training hours.25 Even the most intensive teacher preparation experiences pale in comparison with the 10,000 hours of deliberate practice that researchers say are needed to develop expertise in any given field.26 While there are isolated examples of excellent clinical residency models that provide students with ample time to practice their skills in a classroom setting, 27 there is not an entire system that supports this approach.

He teaches at the free experimental art school the Bruce High Quality Foundation University (BHQFU), and is co-founder of the alternative art space 1:1 in the Lower East Side.