Sentences with phrase «requiring teachers in their community»

60 % of Americans oppose requiring teachers in their community to use the Common Core State Standards to guide what they teach, with opposition among Republicans much higher than Democrats.

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Walcott, who currently serves as the deputy mayor for Education and Community Development, began a long career in education as a kindergarten teacher and holds a master's degree in the field, but does not have the necessary credentials required by the state.

«These spouses are often employed in professions that require new licensing for each new location, such as teachers and nurses — vital occupations in a military community.

Every YogaFit teacher trainee is required to provide eight hours of free teaching in the nonprofit sector of their community

Teachers in many schools, particularly those in low - income communities, are required to used scripted curricula and to comply with lock - step pacing guides, monitored closely so that all tested topics are covered.

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.

Pip Cleaves, parent, head teacher and Senior Education Consultant at Design, Learn, Empower recommends that teachers and principals have open discussions with school communities about BYOD technology requirements, share the required specifications of the technology, offer recommendations with variety in price, and ensure parents know exactly what a device will be used for to ensure purchased devices suit the learning needs of their children.

In the education sector particularly, many employees are required to work alone after hours — such as teachers — or within communities, delivering essential services such as truancy support to students and their families.

To do so requires ensuring that time is built in for teachers to meet regularly in professional learning communities, and participating in these collaborations as much as possible.

Teachers also participate in virtual learning communities and book studies including School Improvement Network's Mapping to the Core in which they were required to create an instructional unit as part of their Pay for Excellent Performance Program.

While some students require differentiated instruction and services by virtue of strengths and talents already manifest, it is necessary for parents, teachers, and community leaders to recognize and nurture the «often - hidden» strengths, talents, and potentials in all people.

The foundational premise of the Montessori Teacher Residency is that providing a fully implemented Montessori program in high - need communities requires a three - pronged approach to ensuring excellence.

Moreover, in many sections of the new law, there are requirements for meaningful community and stakeholder engagement, which then requires state policy makers to reconsider the ways in which education policy has previously been developed and imposed on teachers, students and even parents.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

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 requireIn 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 requirein school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

+ Maintain professional relationships with pupils, parents, colleagues and supervising staff members + Keep anecdotal records about student behavior and progress for use when generating IEPs and in conferences with parents Voices Academies Intervention Teacher candidates will have the following Requirements Required Qualifications: + Bachelor's degree required + CA Credential: Multiple Subject or eligible for intern credential + Valid bilingual authorization (BCLAD or equivalent, BCC, ELD, or LDS, etc.) + Knowledge of subject matter, including California Common Core Standards + Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low - income communities + Excellent oral and written communication skills in English and Required Qualifications: + Bachelor's degree required + CA Credential: Multiple Subject or eligible for intern credential + Valid bilingual authorization (BCLAD or equivalent, BCC, ELD, or LDS, etc.) + Knowledge of subject matter, including California Common Core Standards + Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low - income communities + Excellent oral and written communication skills in English and required + CA Credential: Multiple Subject or eligible for intern credential + Valid bilingual authorization (BCLAD or equivalent, BCC, ELD, or LDS, etc.) + Knowledge of subject matter, including California Common Core Standards + Demonstrated passion for the mission, vision and values of Voices Academies with a deep commitment to improving the lives of students from low - income communities + Excellent oral and written communication skills in English and Spanish.

«Successfully implementing systemic change will require an engaged and committed reform community of all stakeholders — teachers, business leaders, parents, policy makers — engaging in an open dialogue about how to best help our nation's students.

This year we have adopted a continuing education course model, in which teachers come to regular meetings of a supportive group, either at the university or in a community facility, requiring them to detach from their instructional day before beginning.

However, beginning a program requires little more than an acknowledgement by district and community personnel that gifted students need something different, a commitment to provide appropriate curriculum and instruction, and teacher training in identification and gifted education strategies.

The government's regional schools commissioners - 8 education experts with in - depth local insight supported by elected head teacher boards from the local community - will then assess whether or not the school has a credible plan to improve and ensure all children make the required progress.

Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student learning — were associated with a narrowing of achievement gaps in math and science among low - and middle - income students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16

Altering the assignment to include or require collaborative forms of technology, such as discussion boards, group weblogs or communal wikis, would offer preservice teachers the opportunity to reflect in a community of their peers while providing experience with different forms of technology and supporting further development of their technological pedagogical content knowledge.

All teachers must be leaders.Teachers must inspire others and influence outcomes in their classrooms and as a result of the new teacher evaluation system, this is also required within ones school, district, and community.

The only thing standing in their way was a state law requiring that parents, teachers and the local community had to play a role in selecting a «turnaround» model and there was little interest in a Washington D.C. charter school company that had virtually no experience running schools with a large Latino population, a significant number of English Language Learners and a large special education population.

This development comes despite a state law that requires an inclusive «turnaround» process in which parents, teachers, school officials and community members are supposed to play the primary role in deciding the future of their local school.

The policy solution that has garnered the most momentum to improve civics in recent years is a standard that requires high school students to pass the U.S. citizenship exam before graduation.6 According to this analysis, 17 states have taken this path.7 Yet, critics of a mandatory civics exam argue that the citizenship test does nothing to measure comprehension of the material8 and creates an additional barrier to high school graduation.9 Other states have adopted civics as a requirement for high school graduation, provided teachers with detailed civics curricula, offered community service as a graduation requirement, and increased the availability of Advance Placement (AP) U.S. government classes.10

Certified teachers are required for academic remediation activities in 21st Century Community Learning Centers programs.

In culturally responsive schooling contexts, teacher collaboration must extend beyond the staff - room door, because the development of culturally responsive practices requires teachers to form reciprocal learning relationships with diverse groups of students and their parent / caregiver communities.

Although Connecticut law requires that School Governance Councils be utilized in school districts that are facing the greatest challenges, in Bridgeport, Paul Vallas appears either unwilling or unable to meet his obligation to include the community, parents, and teachers in the educational decision - making process.

As a community interested in improving learning outcomes for all children — especially those children who struggle in school — let's find more ways to support teachers as they develop the skills required to plan and implement formative assessment.

Realizing this goal, school by school, from pre-K to grade 12, requires principals who nurture comprehensive learning communities, lead and inspire teachers and students, and make schools portals to 21st century learning where creativity, collaboration, and critical thinking are as valued as basic skills in reading and math.

Roughly half of all state pre-K programs require that lead teachers have a bachelor's degree to teach in both district schools and community - based programs.