Sentences with phrase «rural districts experience»
For instance, more than half of rural districts experience teacher shortages, as do a third of small and high - need districts (Figure 6).
http://www.ppic.org/ Not exact matches
Each district's foundation level is adjusted by such factors as the «teacher - training and - experience index,» by the number of special education students, and for small rural schools and districts.
Drawing on interviews with female superintendents of urban, small - town, and rural school districts, the cofounder of the women's studies program at the University of Tulsa examines their contradictory experiences with power and subjection.
This guidebook highlights how district leaders can use the research - based FRS framework and free planning resources to leverage opportunities and overcome challenges inherent in their rural setting to transform teaching and create a personalized learning experience for their students.
This guidebook highlights how district leaders can use the research - based FRS framework and free planning resources to overcome challenges inherent in their rural setting to transform teaching and create a personalized learning experience for their students.
Across the country, states and school districts experience a critical shortage of teachers, especially in hard - to - staff subjects, such as science, technology, and math, and in hard - to - staff schools, such as those in high - poverty and rural areas.
State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcdistrict (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcdistrict, school, research memo).
This reflects a challenge that many rural districts are experiencing.
We heard from teachers in suburban, rural, and urban districts, ranging from one to 31 years of experience and across all grade levels.
MICHAEL MURPHY is an educational coach, facilitator, and consultant with 39 years of educational experience in urban, suburban, and rural school district settings.
Since the 2008 - 09 school year, the state has provided additional funding for small, rural districts outside of their revenue limits through sparsity aid, as a way to lessen certain challenges experienced by rural districts with both a small pupil membership and a sparsely populated area.
Stakeholder feedback identified several components to consider when researching this option, including: finding opportunities in rural and / or low income school districts, finding opportunities in school districts experiencing difficulty in attracting and retaining staff for identified positions, opportunities to practice co-teaching, and possible participation in or exposure to professional learning communities (in - district, or regional).»
IARSS has proven experience with high poverty, large surban school districts as well as small rural community school districts.
A Nashville transplant originally from southern Louisiana, Marlena's educational experience spans several states allowing her to have served K - 12 students in both rural and urban districts.
Twenty three K - 12 teachers, with teaching experience ranging 1 — 12 years, from one urban and three rural school districts took part in this study.
Rural districts have seen their share of low - experience teachers grow most dramatically, from 17.6 percent of teachers in the 2010 - 11 school year to 25 percent in the 2015 - 16 school year.
«Students are experiencing homelessness in over 75 percent of school districts across the U.S., and those are just the ones that have been identified; this is an issue that impacts all of us from rural Texas to the suburbs of LA to New York City,» said Liz Cohen, chief of staff, ICPH.
As a parent of parochial, public, and Monmouth County charter school students, Amy has added teaching in rural school districts to her experience.
He draws from 39 years of educational experience in urban, suburban, and rural school district settings as he trains and works with teachers, teacher leaders, school leaders, and district leaders across North America.
Gaining that experience, particularly in small school districts or rural special education agencies, can be very difficult.
Experience the rural charms of Canggu village where verdant rice terraces stretch out towards a renowned surf beach on the distant outskirts of the Kuta district.