Sentences with phrase «quality teaching force»

The authors also «showcase and report available data on a variety of ways this problem is being tackled at the pre-service and teacher credentialing levels and examine how a diverse and high - quality teaching force can be retained and thrive.»

If I have it anywhere near right, though, the Shanghainese have a lot to teach us all about how a country or state can produce a very high quality teaching force with very constrained resources.

But in fact, the ability to keep teachers and develop them into excellent teachers is the more important goal and strategy for getting a high - quality teaching force.

The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students.

«Singapore invested heavily in a quality teaching force - to raise up the prestige and status of teaching and to attract the best graduates,» said Prof Lee.

«There are quantifiable academic and social benefits that point to racial diversity as a central tenet of a high - quality teaching force,» said Executive Director of Educators 4 Excellence - Minnesota Madaline Edison.

Further, we aren't willing to make other changes to ensure a high - quality teaching force.

The panelists will discuss high - priority problems of practice — the need to develop and sustain a high - quality teaching force and improve the educational outcomes for low - performing and diverse students.

Although Utah earmarks money for professional development for teachers, it has few accountability measures to ensure a high - quality teaching force — a deficit that lowers its grade.

Academic Dean Robert Schwartz and Pforzheimer Professor Susan Moore Johnson played prominent roles at an international seminar in October that examined how to recruit, retrain, develop, and nurture a high - quality teaching force.

Schwartz, who chaired the seminar, and Johnson, who prepared the background paper for the meeting, met with 25 policymakers, researchers and practitioners from eight countries to exchange policy ideas geared toward creating a high - quality teaching force.

Not exact matches

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

What is emerging is a new idea: that qualities like grit and resilience are not formed through the traditional mechanics of «teaching»; instead, a growing number of researchers now believe, they are shaped by several specific environmental forces, both in the classroom and in the home, sometimes in subtle and intricate ways.

The quality of our teaching force determines the level of student achievement, and student achievement directly determines how our economy will develop in the long run.

The study by Goldhaber and Walch on the rising SAT scores of teachers, «Gains in Teacher Quality: Academic capabilities of the U.S. teaching force are on the rise,» appears in the Winter 2014 issue of Ed Next.

«She thought the quality of the teaching force was the issue rather than accountability and other things.»

But, as the performance of the system rises and the teaching force reaches a higher level of quality, it can move «from good to great» by giving those teachers both greater autonomy and support.

The book makes three recommendations: a much smaller, selective, intellectually engaged, and better compensated teaching force supported by technology; an open, transparent, and accountable system of preparation and professional development that drives out inferior providers and rewards success; and increased responsibility for teacher development in the hands of principals, who may be the strongest determinant of teacher quality on the job.

'» To change that system and lift the quality of the teaching force to international levels won't be easy, cautioned Gerard Robinson, Florida's chief education officer.

The article, «Gains in Teacher Quality: Academic capabilities of the U.S. teaching force are on the rise,» will be published in the Winter 2014 (November) issue and is available now at http://educationnext.org.

The basic problem with the teacher professionalism agenda, as currently constructed, is that it rests on a shaky evidentiary and research base concerning its ability to boost student learning or to address either the quality or quantity challenges of the current teaching force.

In short, our evidence suggests that the existence of class - size effects is related to the quality of the teaching force.

In the past two years, raising the quality of the nation's teaching force has become a priority that cuts across partisan lines.

The Project on the Next Generation of Teachers at the Harvard Graduate School of Education is a multi-year research project addressing critical questions about the future of our nation's teaching force by studying how best to attract, support, and retain quality teachers in U.S. public schools.

This research is part of the Project on the Next Generation of Teachers, a multi-year research project addressing critical questions about the future of our nation's teaching force by studying how best to attract, support, and retain quality teachers in U.S. public schools.

As preparations for the local elections in England gather pace, the National Association of School - Based Teacher Training (NASBTT) has joined forces with Universities» Council for the Education of Teachers, the Chartered College and the Teaching Schools Council to suggest solutions to the issues which students and teachers face, namely: dealing with funding cuts; struggling to find access to quality CPD; confusion over training routes; a «cumbersome» application process and skills tests which act as a barrier to teacher recruitment.

Moving the scale of quality of the United States» teaching force toward this higher level would, he recognizes, require significant changes in school districts» employment practices, basing recruitment, compensation, and retention policies on the identification and compensation of teachers according to their effectiveness.

Teachers are increasingly recognized as the most important in - school factor in student achievement, yet the quality of the country's K — 12 teaching force is not up to snuff.

The quality of a nation's teaching force also affects student performance and therefore must be controlled for.

Many have identified variations in teacher quality as a key factor in international differences in student performance and have urged policies that will lift the quality of the U.S. teaching force.

An academically stronger licensing system for teachers would raise the academic quality of our teaching force, strengthen the school curriculum, and, in turn, increase student achievement.

Amidst a growing call for raising the quality of the U.S. teaching force, The Hechinger Report is examining whether teachers are being adequately prepared.

While quantitative input measures show little impact, several measures of institutional structures and of the quality of the teaching force can account for significant portions of the immense international differences in the level and equity of student achievement.

Public - school teacher salaries increased in real terms by 400 percent in Brazil and by 200 percent in Chile, which had a positive impact on the quality of the teaching force.

The decline in the quality of those entering teaching is not an irrevocable trend driven by larger forces in the society over which policymakers can exercise little control.

San Antonio — In what appeared to be a major development in the debate over the quality of the teaching force, officials of the largest association of teacher educators expressed support this month for the idea of shifting teacher training from the undergraduate to the graduate level.

These activities include: The National Board for Professional Teaching Standards; a Report Card on improving teacher quality; a Title V Task force; existing Department programs; and continued support of research and dissemination of such.

The Professional Development Task Force, convened by state schools Superintendent Delaine Eastin, concluded that many students will not be able to measure up to new academic standards if the state doesn't focus more on the quality of the teaching corps.

Question: Do you think that the evolving focus on policies aimed at improving the quality of our teaching force will continue, and move from almost a sole concentration on professional development (in - service) to more stringent quality controls for preservice education (admission and exit requirements), together with...

Ten years ago, Kentucky leaders promised that their state's historic education reforms would improve the quality of its teaching force.

Great inequities in fiscal resources among schools and districts, and great disparities in the quality of the teaching force among these entities were ignored.

The bashing and the budget cuts continue, the new tax bill undercuts public education in a major way, children and teachers in Baltimore City are forced to spend their days in unheated public school buildings, and teaching is — understandably — losing quality women and men.

It matters not a jot how much high quality teaching and learning can be observed in the tiny sample of lessons inspected, because having been forced to make the judgement on the hopelessly invalid school performance data, all the inspectors do in the lessons they look at is to think up comments to make to justify the inadequate / requires improvement judgement already made before they set foot in the building.

Published in January 2001 by the Wake Task Force on Teacher Excellence, exploring issues of quality teaching in the public schools, this report influenced future work in teacher leadership by WakeEd and the Wake County Public School System.

Traditionally, policymakers have attempted to improve the quality of the teaching force by raising minimum credentials for entering teachers.

Educationally harmful Rather than leading to improved schooling, emphasis on tests undermine instruction and teaching and reduces the quality of the teaching force.

This may require the investment of some additional, targeted resources, particularly to minority serving institutions to ensure that the quality and diversity of the teaching force go hand in hand.

Putting an end to traditional enrollment counts — and only providing districts with dollars based on whether the student is actually attending school — will force districts to look at the underlying reasons why chronic truancy is a problem in the first place, as well as address the issues by providing children with high - quality teaching and strong, college - preparatory curricula.

And of course, as new technologies are added to classrooms across our nation, minimal - quality professional development is made available to the teaching force.

«The goal of Grow Your Own is to help increase the quality and diversity of our teaching force, especially in small and rural school districts,» education commissioner Mike Morath said in a statement.