Sentences with phrase «quality urban teacher»

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.

Not exact matches

A 2005 study by the New Teacher Project, the national nonprofit organization that works with school districts to recruit high - quality teachers, examined five urban districts and concluded that seniority - based transfer privileges written into contracts often force principals «to hire large numbers of teachers they do not want and who may not be a good fit for the job and their school.»

In impoverished urban areas — Connecticut's cities are, in stark contrast to its suburbs, overwhelmingly poor — finding and retaining quality teachers was next to impossible.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

In the Jan. 30 speech, he said he would form a group including business, labor, and political leaders to craft a 21st Century Education Plan focusing on school finance, teacher quality and compensation, and urban schools.

Hanushek and Haycock agree that incentives can play a role in improving teacher quality in urban schools, but both warn that incentives may be only a small part of the answer.

The Quality Education for Minorities Network, a Washington - based advocacy group, announced the program this month; it was planned in partnership with several organizations, including the American Federation of Teachers and the National Urban League.

Thus it might not matter how much urban districts spend, because as long as they spend less than other districts they will get the same poor - quality teachers.

We can also describe instruction as it exists across a wide variety of U.S. classrooms, for example, asking whether — as is often assumed — instruction in urban districts is inferior to those in other areas and whether differences in instructional or teacher quality by academic track (honors, general, or remedial) exist.

With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.

Michelle Rhee, for example, first used her TFA experience to develop The New Teacher Project in a parallel attempt to increase teacher quality in urban areas by recruiting new types of teachers, and now to help improve one of the nation's worst - performing urban disTeacher Project in a parallel attempt to increase teacher quality in urban areas by recruiting new types of teachers, and now to help improve one of the nation's worst - performing urban disteacher quality in urban areas by recruiting new types of teachers, and now to help improve one of the nation's worst - performing urban districts.

The figures quoted above about the availability of computers in schools do not provide details about the types and quality of computer technology available to students and teachers in high - poverty urban school settings as opposed to those in more affluent suburban schools.

I wanted to become a teacher to fulfill my passion of ensuring students in urban neighborhoods receive a quality and equitable education.

Abstract: Given the importance of teacher quality and the limitations of using pre-hire characteristics to assess teaching potential, Urban Teacher Center has developed several formative assessments of its teacher candidates to ensure that they receive feedback to support continuous improvement as they develop their prteacher quality and the limitations of using pre-hire characteristics to assess teaching potential, Urban Teacher Center has developed several formative assessments of its teacher candidates to ensure that they receive feedback to support continuous improvement as they develop their prTeacher Center has developed several formative assessments of its teacher candidates to ensure that they receive feedback to support continuous improvement as they develop their prteacher candidates to ensure that they receive feedback to support continuous improvement as they develop their practice.

Provides high caliber teachers specifically trained to staff urban charters schools and turnaround schools, augmenting the quality of charter school growth and contributing to the success of the critical turnaround efforts taking place within the persistently lowest performing schools, particularly in Greater Boston;

Sen. Bob Hall, R - Edgewood, noted that while a program like the one introduced in Richardson may work for larger, urban school districts, it would put small, rural districts at even more of a disadvantage in staffing classrooms with high quality teachers.

The Wichita Teacher Quality Partnership (WTQP) created extensive field - based learning experiences that prepare diverse and highly qualified teachers for urban school settings.

She earned her doctorate in educational leadership and policy studies from Arizona State University, focusing on quality teaching and teacher leadership in urban schools.

In other words, schools in poor urban and rural areas of the country might not suffer from a shortage of teachers in general, but they lack for the quality teachers that Kopp's organization provides.

Having taught for 12 years in high - need urban areas, I have been a first - hand witness to the effects of teacher quality.

Urban schools: In urban schools especially, principals may need to focus on additional qualities beyond effectiveness when placing teachers where they are needed Urban schools: In urban schools especially, principals may need to focus on additional qualities beyond effectiveness when placing teachers where they are needed urban schools especially, principals may need to focus on additional qualities beyond effectiveness when placing teachers where they are needed most.

Simplistic «pro- «and «anti- «teacher rhetoric is distracting from efforts to improve teacher quality, especially in schools serving urban, minority children.

Research shows many schools face challenges in retaining high - quality teachers, especially urban school districts and small, rural school districts.

«Working with our community and district partners, the Teach Indy campaign will enable us to attract and retain talented teachers in our city, ensuring quality education is accessible to youth in our urban core.»

More than 30 state and urban school leaders have offered strong statements of support for the Council of Chief State School Officers and the Council of the Great City Schools Commitments on High - Quality Assessments, a series of established principles to guide state leaders and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents and teQuality Assessments, a series of established principles to guide state leaders and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents and tequality, coherent, and meaningful to students, parents and teachers.

James E. Ryan, dean of the Harvard Graduate School of Education, said the university has three goals: improve the quality of classroom teachers in urban schools, create a model that can be copied elsewhere, and present teaching as a viable career to Harvard students and their peers who do not typically think of K - 12 teaching in the same vein as law, medicine or business.

The goal is to test the following: If an urban district, and its principal training programs, provide a large number of talented aspiring principals with the right pre-service training and on - the - job support, the result will be a pipeline of principals able to improve teacher quality and student achievement, especially in schools with the greatest needs.

I chose USC Rossier because of the high quality of faculty and students, its commitment to teacher preparation in urban education, its name recognition and the respect that USC commands for job prospects in Los Angeles, its focus on Common Core and education technology, its convenient online classes (I have two young children), and for the possibility of completing a rigorous master's program in a comparatively short amount of time.

(2010); The New Teacher Project, The Case Against Quality - Blind Teacher Layoffs (2011); Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; and Wyckoff, James, «Teacher Layoffs: An Empirical Illustration of Seniority v. Measures of Effectiveness» The Urban Institute, CALDER (2010); Goldhaber, Dan and Theobold, Roddy, «Assessing the Determinants and Implications of Teacher Layoffs.»

It is widely believed that teacher turnover adversely affects the quality of instruction in urban schools serving predominantly disadvantaged children, and a growing body of research investigates various components of turnover effects.

This phenomenon would be expected to act synergistically to enhance teacher quality over time, as lower rates of attrition particularly would tend to increase the experience level and overall effectiveness of the teaching force, especially in large urban districts, and save funds on teacher training at the same time.

These education reformers really seem to believe that the problem facing urban schools is not primarily the level of poverty, language barriers or the significant number of students who require special education services, but the «quality» of the teachers.

Teacher - student interaction in urban at - risk classrooms: Differential behavior, relationship quality, and student satisfaction with school.

Maurice Sykes, author Doing the Right Thing for Children: Eight Qualities of Leadership, is the Executive Director of the Early Childhood Leadership Institute at the university of the District of Columbia's National Center for Urban Education, he has spent his career advancing high - quality early educational reform, teacher professional development, advancement and compensation.