Sentences with phrase «require teacher change»

Not exact matches

Although Pius XII was influenced by the fundamental changes in economic theory initiated by Keynes, it was not until Pope John XXIII in 1961 published Mater et Magistra (Mother and Teacher) that a new methodology and the identification of the problem of «development» emerged, requiring substantial changes in the social teaching of the Church which were expressed in Pacem in Terris (Peace throughout the World) in 1963.

The rules change allows for an increase in the number of required instructional hours for teachers who go through the charter school program to 160 hours, up from 30 hours.

The delegates approved two resolutions: one calling for the proper use of assessments to further education, and the other calling for the state Board of Regents to hold public hearings on the implementation of the required changes to the teacher evaluation system.

It requires a fundamental change of Government policy, including the reinstatement of the requirement for qualified teacher status and a proper national system of regulation of, and entry to, the profession.

We all understand that state law requires that New York City change its teacher evaluation system.»

This shift has placed greater emphasis on teachers as professionals who are required to make important judgements on the length, breadth and depth of the curriculum that they teach, given the changing nature of their students.

Time can be even more of a concern when teachers implement project - based learning (PBL), as it changes the way we do things and does require time for students to produce and create.

Teachers should agree on the positive changes they expect to see from developing and implementing the project and commit to the work that will be required for success.

Adopting a blended learning environment requires taking a holistic look at the entire school community — students, teachers, staff, and parents — and making changes that allow each of these groups to buy into the shift.

As teachers, we are willing to invest the time and effort required to change our practice if we clearly foresee the benefits of that change.

Is it really realistic to require «teachers to embrace changes to their planning, teaching and assessment practices -LSB-...] create multi-streamed, differentiated lesson plans for each class, adjust their pedagogy to the different needs of individual students -LSB-...] and identify «flight paths» for where the student needs to be to maximise learning growth each year» (p. 56)?

Mary Ann: Creating a culture that supports innovation requires that teachers themselves embrace a growth mindset, one in which they believe they have the ability to learn, grow, and change.

Finding «New Cheese» Requires Adjustment To Change So many education mandates fail because they lack the teeth to move teachers» «cheese.»

In response to Morgan's plans, Russell Hobby, general secretary of the National Association of Head Teachers, said: «The workload challenge can be solved by more intelligent accountability, better planning and fewer changes from government — constant short - notice disruption is not conducive to the focus required for good quality teaching.

When changing such troubling habits raises objections, it's clear why it took several years to end open campus at lunch, require uniforms, have teachers greet each student with a handshake, make home visits routine, and place administrators beyond the school's gates so students could safely walk to catch city buses.

A study suggests that many states» own perspectives on how close they are to meeting the federal requirement for a «highly qualified» teacher in every classroom is a little too rosy, and that significant policy changes may be required to meet the goal.

When it comes to how a teacher enters grades in a grade book, it requires a change of practice.

The district's transfer policy was changed to require that teachers apply for transfers within the district beginning in February.

Ongoing applied professional growth requires a change in the school schedule that allows time during the regular school day for teachers to learn, plan, mentor, and share with other teachers so they can constantly improve the quality of their instruction.

Overcoming the barriers to changing what teachers do will require a transformation in the culture of schools.

Increasing take up requires a cultural change in schools with support and commitment from the head teachers, governing bodies and school leadership teams.

Voice of Experience: Finding «New Cheese» Requires Adjustment To Change So many education mandates fail because they lack the teeth to move teachers» «cheese.»

Teachers have asked for an extension of the current contract, while the state has insisted on a new contract that would change current work rules, require teachers tTeachers have asked for an extension of the current contract, while the state has insisted on a new contract that would change current work rules, require teachers tteachers to pay...

Students can be the greatest textbooks for one another, but this kind of learning requires a change in how we, the teachers, view problems.»

Since systemic reform requires big changes in philosophy and policy, these three pieces were particularly welcome: David Osborne applied his steer / row framework to teacher empowerment in charters, Politico showed what D.C.'s robust charter sector is accomplishing, and Fordham offered a terrific taxonomy of state - level school governance.

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.

Their most effective strategy — working with superintendents to create far more high - performing traditional schools that would lure parents away from charters — might require dramatic changes to teachers» contracts that unions have spent decades winning.

Schools should focus teacher evaluation and feedback efforts on the specific instructional changes required for the gap standards.

This communication can change a family's thinking from «the school requires me to attend this meeting» to «my child's teacher needs me in order to understand my child.»

In schools where laptops are present, but not required, for all students, Fred Bartels worries that «changes in upper - school pedagogical practices might be delayed a long time — some teachers use that as an excuse for not making better use of computers.»

Change will not come easily, and it will require open and honest dialogue between teachers and all stakeholders.

The charge followed changes made in 1989 to Vermont's licensure standards that required all graduates of teacher - education programs to have a liberal - arts major by July 1995.

«It doesn't require any teachers or schools to change what they're doing, and that's the sweet spot.»

Teachers and their supervisors should be able to describe in detail the changes in instruction required to achieve the new standards.

It would require a change in mindset — a different way of thinking and working for teachers, students and parents.

In this issue's forum, both contributors agree that teacher preparation requires some big changes.

The pace of technological change requires an expert teacher workforce that is flexible, knowledgeable and skilled in understanding how best to leverage the use of technology to enhance student learning.

That means for every 20 hours of principals» time a new change requires, it needs to improve their performance by one percent just to tread water; for teachers, it's more.

Peterson: Since John Dewey, school reformers have tried to customize education to the needs of each child, but each step towards customization has required a big step toward centralization (bigger schools, larger school districts, state certification for teachers, federal dollars and regulations, etc.) School systems are no longer embedded in the small politics of local communities and this has dramatically changed the way accountability works.

To achieve the changes required, stakeholders need to continue their commitment to improve how teachers, schools and universities work together to prepare graduate teachers.

And that to become the teacher — leaders and change agents they should be, they need to become meta - cognizant about and prioritize their purposes and the kind of teaching, learning, and leadership those purposes require — remembering to keep their students at the center of it all.

Although such changes often are necessary and may eventually serve to enhance student learning, they require teachers to become students — if only briefly — as they learn about the required changes and determine how best to implement them.

'... Teachers take responsibility for changes in practice required to achieve school targets and are using data on a regular basis to monitor the effectiveness of their own efforts to meet those targets.»

One - on - one trainers also are in a better position to ensure that each teacher understands and can act on required changes.

The early success that most teachers have motivates them to put forth the work that change requires.

It is also important for schools to invest in professional development for teachers to support the required changes in pedagogy.

Changes in school policy, technology, teaching strategies, and so on, require more from teachers than simply memorizing information and promptly forgetting it.

Progress has also been made on recommendations that required real change, if they were supported by powerful interest groups in education, especially the teacher unions.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

A deeply adaptive curriculum requires more time, resources and energy than is humanly possible for a single teacher, especially when confronted with an overwhelming number of students who change from year to year.