Not exact matches
Join a growing team of
teachers who are working in their chosen field for a company that values professional
development, encourages open communication and provides the highest -
quality early
development program in the country.
• Around 1,000 more
teachers • $ 6.1 million over three years to support an updated anti-bullying strategy and resources for
teachers, students and parents • Funding of $ 88 million in 2017 - 18 as part of the $ 224 million for
teacher professional
development through the
Quality Teaching, Successful Students initiative • Funding of $ 50 million in 2017 - 18 on student counselling and wellbeing services as part of the $ 167 million Supported Students, Successful Students
program • $ 149 million on education standards for provision of services related to school curriculum assessment, teaching and regulatory standards in NSW schools
This approach to professional
development can create inconsistencies across
programs and schools and can therefore affect
teacher quality, student and parent satisfaction, and learning outcomes.
But two RFTs funded by IES during Whitehurst's tenure, one on professional
development in reading, the other in math, show the same thing: even prolonged, high -
quality, in - service professional
development programs for
teachers produce nothing in the way of gains for students.
In an attempt to curtail criticism of college - based
teacher - training programs and improve the quality of their graduates, the American Association of Colleges for Teacher Education is calling for a national evaluation system for prospective educators, as well as the development of a database that links their alma maters to pre-K-12 student perfo
teacher - training
programs and improve the
quality of their graduates, the American Association of Colleges for
Teacher Education is calling for a national evaluation system for prospective educators, as well as the development of a database that links their alma maters to pre-K-12 student perfo
Teacher Education is calling for a national evaluation system for prospective educators, as well as the
development of a database that links their alma maters to pre-K-12 student performance.
CCSSO's effort aims to «significantly increase» the percentage of school districts in targeted states in which curriculum and materials adoptions are of high
quality and aligned to state standards; and to increase the percentage of professional -
development and
teacher - prep
programs that include training on those curricula.
If our major policy focus is to improve student achievement by improving
teacher effectiveness — accounting for 30 per cent of the variance in student achievement — we must attract higher -
quality applicants to the teaching profession, improve our
teacher education institutions and courses, esteem and grow those
teachers who demonstrate expert potential, and mandate
teacher development programs for less effective
teachers.
The AACTE is a national alliance of educator preparation
programs dedicated to the highest
quality professional
development of
teachers and school leaders in order to enhance PreK - 12 student learning.
Working for the past 20 years to define the characteristics and fundamental elements of an evidence - based high -
quality induction
program that accelerates the development of both teachers and their students, New Teacher Center (NTC) established the Teacher Induction Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for s
program that accelerates the
development of both
teachers and their students, New
Teacher Center (NTC) established the
Teacher Induction
Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for s
Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for success.
Called Book Banter, administrators at Central Elementary School in Wilmette Public Schools District 39 started the
program four years ago and have seen improvement in the amount and
quality of
teacher - parent dialogue, staff members at the K - 4 school told an audience at the 2007 Association for School Curriculum
Development (ASCD) conference.
Three areas are pivotal to achieving that end: (i) early access to
programs that serve children age 0 - 3; (ii) working with parents (direct practice of skills and intensive home visiting); and (iii) high
quality programs entailing
teacher - child interactions that promote higher - order thinking skills, low
teacher to child ratios, and ongoing job - embedded professional
development.
Does the school employ a variety of collegial and sustained professional
development activities (e.g., mentoring relationships between new
teachers and experienced
teachers, high -
quality teacher induction
programs, professional
development drawing on school - level expertise, professional learning communities, collaboration among
teachers, and relationships between
teacher teams and social service support providers that serve students and families)?
A former high school
teacher and administrator in a Denver school district, she is a champion of high
quality induction
programs for novice
teachers, research - based professional
development opportunities for practicing
teachers, and the creation of mutually beneficial partnerships among higher education, K - 12 schools, and communities.
An LEA must use Title III funds to provide high -
quality language instruction
programs and high -
quality professional
development for classroom
teachers.
MORE ABOUT THE NORTHEAST FOUNDATION FOR CHILDREN The Northeast Foundation for Children, a private, non-profit educational foundation, works to improve the
quality of classroom teaching through its professional
development programs, summer workshops, long - term collaborations, and
teacher resources.
As federal officials weigh proposals to improve the
quality of mathematics and science education, a new report highlights state - led efforts to recruit new
teachers into those subject areas and boost their skills through professional
development programs.
Academic Standards (PDF) Academic and Career Plan (PDF) ADA 504 Notice (PDF) Asbestos Management Plan (PDF) Assessment Information (PDF) ATOD (PDF) Attendance Policy (PDF) Bullying (PDF) Child Nutrition (PDF) Directory and Yearbook Information (PDF) District Wellness Policy (PDF) Education for Employment — Career Counseling (PDF) Education Options Available to Resident Children (PDF) Homeless Education
Program (PDF) Human Growth and
Development (webpage) Indoor Air
Quality (PDF) Limited English Proficiency (PDF) Meal Charge Policy (PDF) Participation (PDF) Public Use of School Facilities (PDF) Possession or Use of Cell Phones (PDF)
Program and Curriculum Modifications —
Programs for Children At Risk (PDF) School Accountability Report (webpage) Special Education (PDF) Special Needs Scholarship
Program (PDF) Student Locker Searches (PDF) Student Non-Discrimination and Complaint Procedures (PDF) Student Records (PDF) Suicide Prevention Resources (PDF) Student Privacy — Pupil Records (PDF) Student Privacy — Directory and Yearbook Information (PDF) Title I Family Engagement Policy (PDF) Title I Professional Qualifications —
Teacher (PDF) Title I Professional Qualifications —
Teacher Assistant Youth Options Courses (PDF)
Tamara Azar joined NCTR in 2010 as Policy Director and is responsible for developing NCTR's policy agenda, advocating for policies that support and facilitate the
development of high
quality urban
teacher residency
programs, and supporting NCTR network partner
programs to achieve scale and sustainability within the changing landscape of state and federal education
teacher policy.
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.
To that end, the
Quality Schools
Program provides a three - year, comprehensive approach to charter school
development and implementation that leverages continuous improvement efforts to positively affect students,
teachers and leaders.Teams interested in the
Quality Schools
Program should contact Dr. Ildi Laczko - Kerr,
[email protected] or 602-944-0644.
In 2005, Minnesota passed the
Quality Compensation law (known as Q Comp), an optional statewide
program that provides additional funding to districts or public charter schools to support them in designing alternative
teacher compensation and professional
development systems.
In addition, he said, investing in professional
development programs is important so that more
teachers can «obtain the advanced degrees needed to run
quality early care
programs.»
As part of the Educator
Development team at the Massachusetts Department of Elementary and Secondary Education, she coordinates educator
quality programs, including Title IIA,
teacher recognition program, such as Teacher of the Year, and the Educator Workforce Diversity Init
teacher recognition
program, such as
Teacher of the Year, and the Educator Workforce Diversity Init
Teacher of the Year, and the Educator Workforce Diversity Initiative.
Given that it's become a truism that
teacher quality impacts student learning more than any other variable within the four walls of a school, the results of a new study of
teachers» professional
development programs are particularly troubling.
But the Obama Administration still could have required waiver states to divert federal Title II funding used for
teacher professional
development from shoddy
programs that do little to improve
teacher performance into better -
quality regimens.
He has assisted school districts in 47 states and two foreign countries in developing and refining their educational
programs by providing
quality professional
development and
teacher in - services.
Representing both university - based
teacher preparation
programs and PK - 12 school partner perspectives, panelists shared the commission's vision for a bold, defined pivot for the
teacher preparation field to advance high -
quality clinical practice and the progressive
development of school - university partnerships.
These include: · Use of instructional
programs and curricula that support state and district standards and of high
quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional
development to prepare all
teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.
In our experience, almost all successful secondary literacy
programs are distinguished by an investment in high -
quality teacher professional
development.
The grants are from the federal Mathematics and Science Partnership (MSP)
program, which supports efforts by colleges and universities to provide high -
quality professional
development programs for
teachers with the goal of improving instruction and closing achievement gaps in mathematics and science.
The
teacher -
quality shop is well positioned to guide
program - related professional
development, while the CTE office can effectively maintain administrative components like keeping the work - based learning industry - aligned.
The IRA Commission on High
Quality Teacher Education identified 17 essential components of a professional
development program:
EPA Student and
Teacher Resources Risk Management Game Decision Making Game Teaching Money Management Skills to 6 - 12 graders Federal Spending & Budget Exercises Red Cross «Masters of Disaster» Hydroville Curriculum Project (Problem - Based Environmental Health Curricula) K - 12 Teaching Tools from the National Fire Protection Association NFPA Games and Safety Tips «NEED» — The National Energy Education and
Development Project US Government Air
Quality Education Agritourism — Safety on Farm Field Trips, Farm Animal Safety Positive Behavioral Interventions & Supports Maryland PBIS Common Sense Media Information on Cyberbullying Home of the Olweus Bullying Prevention
Program Safe and Supportive Schools Take the Pledge to Stop Bullying Tolerance.org StopBullying.gov
In addition, as reasonable and necessary, Title II, Part A funds may be used to pay for substitute
teachers if, and only if, those regular classroom
teachers they are replacing were hired with Title II, Part A funds to reduce class size or the
teachers are participating in Title II - funded «
programs and activities that are designed to improve the
quality of the
teacher force, such as... innovative professional
development programs» [Section 2123 (a)(5)(A)-RSB-.
The Association of
Teacher Educators named the Master Teacher Initiative the country's best teacher development program, and the U.S. Department of Education selected it as one of the most promising approaches to improve teacher q
Teacher Educators named the Master
Teacher Initiative the country's best teacher development program, and the U.S. Department of Education selected it as one of the most promising approaches to improve teacher q
Teacher Initiative the country's best
teacher development program, and the U.S. Department of Education selected it as one of the most promising approaches to improve teacher q
teacher development program, and the U.S. Department of Education selected it as one of the most promising approaches to improve
teacher q
teacher quality.
This Congressional briefing covered current efforts to support the
development of a strong
teacher pipeline, and included presentations from Ed Crowe, former director Title II Teacher Quality Enhancement Program, as well as Arthur McKee, National Council on Teacher Q
teacher pipeline, and included presentations from Ed Crowe, former director Title II
Teacher Quality Enhancement Program, as well as Arthur McKee, National Council on Teacher Q
Teacher Quality Enhancement
Program, as well as Arthur McKee, National Council on
Teacher Q
Teacher Quality.
Golden Apple: Golden Apple is an Illinois - based non-profit devoted to ennobling the teaching profession and improving the
quality of and the diversity in teaching through our unique advanced
teacher preparation and professional
development programs.
This online community extends the K - 12
Teacher Alliance's work with schools around the country to provide outstanding professional
development and graduate
programming through high
quality universities.
The Big Shoulders Fund
Teacher Development Program (Big Shoulders TDP) recruits, prepares, and develops
quality teachers to serve in Big Shoulders Fund schools.
Similarly, the National Academy of Advanced
Teacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom mat
Teacher Education, or NAATE, which provides specialized professional growth opportunities for educators, works to retain
teachers and school leaders through opportunities to grow in data - driven instruction techniques, peer leadership, and communication and feedback.32 Building on past professional learning successes via its network of
teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers Program demonstrated that teachers will commit to and participate in high quality professional development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom mat
teacher leaders in 185 sites, the National Writing Project's, or NWP's, College Ready Writers
Program demonstrated that
teachers will commit to and participate in high
quality professional
development that helps them strategize approaches to teach argument writing using nonfiction texts and provided adaptable classroom materials.
Research shows that career pathways can improve
teacher evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders
Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter sch
Program — a job - embedded
teacher leadership
development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter sch
program — shows that with high -
quality training,
teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a
teacher - designed turnaround model that trains and supports
teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schools.15
A growing number of early childhood education (ECE)
programs are using coaching to support
teachers» professional
development and improve the
quality of early childhood instruction.
A better bet is on the people in your schools — spend the money on
teachers and school leaders — excite them with opportunities and support for their innovation, inspire them with high
quality professional
development programs, minimize the bureaucratic burden placed on them, reduce their class sizes, and give them time to learn and collaborate with their colleagues.
In 2007, the U.S. Department of Education sponsored an examination of 1,300 studies of
development programs for
teachers, which found that only nine studies matched high -
quality research standards.
Taking Steps Toward PK - 3 Success offers National Education Association (NEA) affiliates specific advice on state and district policies addressing class size, supporting full - day Prekindergarten and Kindergarten
programs, promoting high
quality teachers, targeting professional
development to improve PreK - 3rd practice, clarifying the role of para-educators (especially in support of bilingual and bicultural children), and providing for adequate planning time for
teachers within grades and between grades to develop integrated and coherent
programs and practices throughout the age span (alignment).
Consolidate
teacher - quality programs into a new Teacher and School Leader Flexible Grant that states could use to develop alternative certification, create induction programs, provide professional development, implement performance - based pay systems, an
teacher -
quality programs into a new
Teacher and School Leader Flexible Grant that states could use to develop alternative certification, create induction programs, provide professional development, implement performance - based pay systems, an
Teacher and School Leader Flexible Grant that states could use to develop alternative certification, create induction
programs, provide professional
development, implement performance - based pay systems, and more.
High
quality early childhood experiences; summer school to address summer loss; parent education
programs to build skills needed in school; parent housing vouchers to reduce mobility; after school
programs such as sports, chess clubs, and robotics; a full array of AP courses; school counselors and school nurses at the ratios their professions recommend; professional
development for
teachers and establishment of school cultures of professionalism; pay for
teachers at parity with what others at similar educational levels receive; and so forth.
The proposed system would include requirements for grant - funded classrooms in regards to improvement plans, multiple observations over time to increase
program quality, as well as professional
development for
teachers and administrators to understand and promote
quality practices and data use.
The RESCs develop and manage a wide variety of cost - effective, high
quality programs including efforts to regionalize special education services, professional
development, minority
teacher recruitment, English language learner efforts, transportation and a myriad of other
programs.
The 83rd Texas Legislature passed comprehensive legislation addressing various aspects of the
teacher quality pipeline, including educator preparation
program admission standards, professional
development audits,
teacher appraisal and working conditions, with significant TCTA involvement in reshaping these provisions.