Sentences with phrase «role of teachers through»

Inspired Teaching shifts the role of the teacher through transformative teacher training.

Not exact matches

* Positive Discipline * Positive Discipline for Developing Capable People * Building Self - Esteem through Positive Discipline * Keys to Developing Self - Reliance: A Gift to Our Children * The Significant Seven: Life Skills for Adults and Youth * Positive Discipline: Practical Application * Why Children Misbehave and What to Do About It * Parenting Teenagers: · Empowering Teenagers — and Yourself in the Process * Teaching Parenting the Positive Discipline Way: * Classroom Management: Shared Responsibility through Class Meetings: Eliminating your Role as a disciplinarian (The Kids Can Do It Better Anyway) * Positive Discipline in the Classroom (two - day training on class meetings) * We've Got to Keep Meeting Like This (teacher in - service on class meetings) * School Administrators: Positive Discipline in the Classroom (two - day training with Bill Scott, principal of Birney Elementary School)

Through a few simple yet meaningful things such as frequent conversations between his parents and teachers, his mother's involvement in the classroom, and stimulation of his natural curiosity at home, Dylan's parents have helped their son gain a sense that school is important and that doing his best at schoolwork is his current role in life.

We strongly feel it is the role of the teacher to help create a warm community for the mothers that extend beyond pregnancy, and through the often bumpy road of new motherhood, to a place of vitality, strength and confidence as the role of mother is achieved.

«The BTF looks for whether he follows through on returning control to the local districts as opposed to control by the state,» he said, pointing to concerns about teacher evaluations and the role of charter schools.

The courses — designed both for academic education and professional training — take students through a blend of academic and pedagogical modules, as well as a substantial practicum experience to prepare them to take on the role of primary or secondary school teacher.

The NSF Career grant is given to junior faculty who exemplify the role of teacher - scholars through outstanding research, excellent education and the integration of education and research.

A primary role of school systems, states, districts, and charter - management organizations, the pair write, «is to create the conditions in schools through which teachers can become experts at teaching the curriculum they are using and adapting instruction to the needs of their particular students.»

It advises this should be done through involvement in part - time Masters courses, encouraging them to share excellence with other schools and defining new career paths for teachers who wish to remain in the classroom instead of taking on management roles.

The teacher can take on the role of thinking about creating opportunities for students to use their skills through the traditional unit.

One way that we have been expanding the classroom and the role of the teacher is through expertise.

Teacher, educationalist and examiner Anthony Kerr - Dineen delivered a much ‑ talked ‑ about presentation on the role of character education in young people: how zest, grit, self - control, curiosity, optimism, social intelligence and gratitude (the so ‑ called «super seven»), can be developed in young people through the performing arts.

In the end, the goal was for students to collaborate through the use of their own «thick» questions and without assistance from the teacher, outside resources, jobs, or role sheets.

«They're learning how to maneuver through schools» bureaucracies and how to enlist administrators into their goal of developing instructional — not necessarily administrative — leadership roles for our finest teachers,» she says.

In terms of the role of the teacher, that means not pulling students forward through material in lock - step, but accommodating the individual pace, curiosity, and learning style of each individual student.

Kevin Courtney, joint general secretary of the National Education Union, said: «We can not have high quality education if teachers are being driven into the ground through excessive workload and the unreasonable expectations of an out - of - control accountability system in which Ofsted plays a leading role.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

«What U.S. participants realized through the conversation is that we have a shared interest in seeing whether the role of the teacher could become stronger and more fully developed with a set of career options that are more in line with what schools need today,» Johnson said.

Katie Davis, Ed.D.» 11, recently received the National Science Foundation's Faculty Early Career Development (CAREER) award, the NSF's most prestigious award in support of junior faculty who exemplify the role of teacher - scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

The close relationship of students and their families with teachers through looping also plays a significant role in students» success, McCarthy adds.

Serving in that role through 2005 exposed Bersin to the interaction among administrators, teachers, and students as well as to the theory, policy, and practice of urban public education.

One of the most encouraging results is to what extent the role of principals is evolving to support teachers through new types of leadership styles.

Through the use of front groups, the teachers unions are able to disguise their role in funding these activities and thus their self - interest in a host of political issues.

When students aren't organized into these formalized groups, they often automatically fall back into filtering their questions and comments through the teacher, and the teacher may resume the role of primary facilitator, with the verbally confident students dominating the conversation.

Among them are a focus within preschool programs on teaching pre-academic skills; the conceptualization of the role of the adults who provide center - based care as that of a teacher; a bias towards delivering pre-K services through school districts; a press towards common standards and curriculum across pre-K providers; accountability regimens that are tied to children's performance on measures that correlate with later school success; disproportionate spending on four - year - olds as opposed to younger children; and marginalization of the family's responsibility.

In addition, teachers are forging a number of new and unique leadership roles through their own initiative by developing and implementing programs they personally believe will result in positive change (Troen & Boles, 1992).

Through various roles at the NEA, including serving as a Board Member and Chair of the Professional Standards and Practice Committee, he has continued to promote teacher leadership in education policy.

Skinner proposed that programming would take the role of the teacher by designing a series of questions in the manner a teacher might teach, through a series of small approximations toward the goal, not unlike his training of the pigeons in his World War II missiles.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

Alumni are leading change at the school level — managing people, data and processes to foster school improvement as coaches, teachers leaders, and school principals; and at the district level — working to shape a vision of academic success for all students, through various central administrative roles.

Madsen et al. (1991) and Madsen and Lanier (1992) found that, through their involvement in a preparation program, teacher leaders moved into the role of facilitating grade - level teams of middle grades teachers of mathematics and science.

Locating an Authorial Voice: Engaging a School Reform Debate Through the Roles of Mother, Teacher, Community Member, and University Professor, Cynthia C. Reyes

If expectations are not shared initially, it is the role of the teacher leader to introduce them through his / her work with a teacher.

This book explores the importance of effective classroom assessment to student achievement and the role of school leaders to model and spark positive change through building teacher literacy, providing targeted professional development, acquiring appropriate technology, and more.

Dr. Kemaly Parr, director of the CTE program at Kentucky's Murray State University, played a key role in securing a $ 130,000 grant provided by Kentucky's Council on Postsecondary Education through the U. S. Department of Education's «Improving Teacher Quality Grant,» issued under the authority of Title II, Part A of the No Child Left Behind Act.

Through their participation in a school - based teacher - as - researcher program, teachers not only gain insight into the pursuit of understanding and the practice of teaching, but redefine their roles as educators, researchers and policy makers.

Time and space and teacher roles adapt to the needs of students through the use of technology and flexible structures, rather than being a fixed «one size fits all» experience.

Through print and direct communication, MITUL aims to contribute to a national conversation about the role of teacher unions in key issues in public education.

Preservice teachers who may have had negative or poor experiences with online or distance learning in the past would certainly have preconceptions that need to be addressed through field experiences specifically for VS. Moreover, changes in roles in virtual classrooms, such as the complementary roles of the VS teacher and the VS site facilitators can not be observed in traditional field experiences.

We can not have high quality education if teachers are being driven into the ground through excessive workload and the unreasonable expectations of an out - of - control accountability system in which Ofsted plays a leading role.

Aquino, now Executive Vice President of Strategy and Innovation for the non-profit New Teacher Center, remains connected to LA Unified through new questions over his role in the district's contracts with Apple and his previous employer, Pearson.

The findings in this study show that personal history plays an important role in the teacher candidates» perceptions of VS. Because they all had some form of experience with online or distance education courses, they had misconceptions and preconceptions that resulted in concerns about VS. It was necessary, therefore, to address these inaccurate ideas and to help the teacher candidates modify their preconceptions by allowing them to go through the field experience virtually and placing them with an exemplary VS teacher with whom they could observe good practice.

Because of the first author's role as a research assistant on the TEGIVS project, she had insights into the VS course and used her knowledge to prompt the VS teacher by text messaging her through Skype and asking her to elaborate or talk about certain issues or aspects of her VS course and teaching practices.

The perception that «regular» teachers are not leaders is reinforced by historical patterns of school management, such as physical isolation, exclusion of teachers from decision - making roles, and the chronic de-skilling of teachers through a constant barrage of misguided mandates (Cochran - Smith & Lyttle, 2006).

Traditional teacher leaders function in traditional ways, usually through the time - honored roles of department chair and grade - level chair.

Many principals have felt under prepared for their specific role of leading teachers through a process to implement the CCSS.

With CEL's help, Shelby County not only interviewed candidates, but took them through a rigorous set of tasks: developing a 10 - minute presentation on the role of the ILD; evaluating a teacher based on a videotaped lesson; creating a professional development plan for a principal based on a case study.

A lack of role models and the fact that «many young black boys never see a black male teacher,» are a major reason why, says Mario Jovan Shaw, 26, a former middle school teacher in Charlotte, North Carolina, through Teach for America.

The forum, one of six held during the 69th Annual Meeting, covered issues such as student recruitment, candidate support across the continuum of preparation through induction, the role of school - university partnerships, and ensuring novice teachers are prepared to engage their students in deeper learning.