Sentences with phrase «rural teachers who»

Student teachers who agree to teach in a rural school for at least two years would receive stipends and current rural teachers who want to earn a National Board Certification could receive grants under the legislation.

Enter Paul Rudd's rural teacher who believes one of his pupils (Nat Wolff) is the child Portia secretly had adopted at college.

Not exact matches

So Schnidman Medbery, who studied computer science at Columbia University before spending two years with Teach for America in rural Arkansas, decided to create software to help teachers track and analyze student performance.

Long before the process was completed there had been a class of rural presbyters whose sacerdotal powers were only ad hoc and who lost their status whenever the municipal bishop or the town presbyters happened to make a visitation (Neocaesarea, canon 12).122 The earliest reference to rural presbyters (and also rural teachers) is in a letter of Bishop Dionysius of Alexandria (c. 247 - 64).123 Whether these numerous Egyptian presbyters also had only delegated ad hoc sacerdotal powers (baptism and Eucharist) is not certain but probable.

Apart from the handful who were born in Ashland, they'd moved from Homer or Chicago or Coronado Island, in the first or third or ninth grade, reared in trailers or at friends» houses or in homes with hot tubs, the sons of teachers and attorneys and single mothers who had chosen to go back - to - the - land in a small town: population 15,000, liberal and rural, five crowded elementary schools.

Berger, who spent 25 years working as a public school teacher and educational consultant in rural Massachusetts before joining Expeditionary Learning, clearly feels a special connection with those EL schools, like Polaris, that enroll high numbers of students growing up in adversity.

Torero, who was born in Peru and now teaches at the University of Queensland (UQ), St. Lucia, in Brisbane, Australia, had come to investigate a crime that shocked the world: the disappearance of 43 students from the Ayotzinapa Normal School, a rural teacher's college near Tixtla, Guerrero.

The Country Teacher (Unrated) Romance drama revolving around a homosexual schoolteacher (Pavel Liska) who takes a new position in a rural region of the Czech Republic where he befriends a recently - abandoned housewife (Zuzana Bydzovska) in order to put the moves on her handsome, 17 year - old son (Ladislav Sedivy).

In Calvary Gleeson - who was once a teacher in a Catholic school - plays a priest in a rural parish and is under a death sentence from a man abused as a child by a priest.

Teach For America, which Mr. Steffensen cites as an example of society's desire for quick private - sector fixes in lieu of politically and fiscally costly systemic reform, is a new national teacher corps that recruits, trains, places, and supports outstanding individuals who commit two years to teach in urban and rural areas suffering from persistent teacher shortages.

The teachers, who are already working full - time in rural or underserved schools, also receive individualized coaching in their classrooms every two weeks.

This will reassure the dedicated teachers and leaders in such schools, who are often at the heart of rural communities.

Many rural schools simply don't have teachers who speak the native languages of these new arrivals, not even teachers who speak Spanish.

Teachers who choose to work in rural and small - town areas often want the isolation.

A lot of the interviews were done in rural Queensland in Catholic education schools, where the majority of the teachers have not been in service that long — many of them are new graduates who are in rural communities — I would think that probably the median experience age / years of service for teachers might have been around four years.

The challenge was to ensure rural schools had supplies, while making things easier for the teachers who are tasked with delivering multiple subjects and family education (lots of the students are living with grandparents because their parents are working in remote cities).

In rural areas, a solution more immediate than hiring Hispanic teachers and paraprofessionals may be to recruit and train promotores — staff who provide families with advice, encouragement, and assistance in unfamiliar aspects of schools and their organizational culture.

This paper, written for the Rural Opportunities Consortium of Idaho, offers policymakers and philanthropic leaders a set of recommendations to capitalize on the potential of technology to serve students: expand broadband access to schools lacking it, create an elite corps of proven teachers who would be made available to students across the state, and provide districts and schools with the flexibility to develop new models of staffing and technology and to achieve the most strategic combination of personnel, facilities, and technology.

Recruiting teachers who live elsewhere to work in rural communities can be difficult, but there are some promising options for increasing the rural talent pool.

School districts from coast to coast are launching ambitious initiatives to attract and retain teachers, especially teachers who belong to minority groups and teachers certified in critical - need areas or those willing to teach in urban or rural schools.

In addition, we purposefully selected teachers who vary widely in their years of teaching experience, levels of teaching (e.g., elementary, secondary), content areas, geographic regions (e.g., urban, rural), and gender.

The Rural Educator Support and Training Act (REST Act S. 457), and the Native Education Support and Training Act (NEST Act S. 458), provide financial and instructional support via a scholarship - for - service program component for teachers in training who will serve in rural and Indian country districts; a loan repayment component for teachers currently serving in rural and Indian country districts; and a professional development / advanced credentialing compoRural Educator Support and Training Act (REST Act S. 457), and the Native Education Support and Training Act (NEST Act S. 458), provide financial and instructional support via a scholarship - for - service program component for teachers in training who will serve in rural and Indian country districts; a loan repayment component for teachers currently serving in rural and Indian country districts; and a professional development / advanced credentialing comporural and Indian country districts; a loan repayment component for teachers currently serving in rural and Indian country districts; and a professional development / advanced credentialing comporural and Indian country districts; and a professional development / advanced credentialing component.

Online programs are essential to teachers» development, especially when considering scale or reaching those teachers who live and work in rural areas and have limited access to PD.

This report examines the extent to which teachers who are not fully certified are disproportionately assigned to teach in high - poverty schools, schools with high proportions of students of color, English learners, or students with disabilities, and schools located in rural or urban areas.

Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diTeachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers in high - poverty and rural school districts.

These initiatives complemented existing investments in both a state service scholarship program that pays for the third and fourth year of undergraduate study for teacher candidates who commit to teach in the state for five years in a high - need subject area, and a «Grow Your Own» program to support paraprofessionals in remote rural areas (especially Indian Reservations) to become teachers.

Congratulations to Mr. Wade Owlett, a teacher at Clark Wood Elementary, who received the Pennsylvania Association of Rural and Small Schools Educator of the Year award!

This year's eight fellows were selected from a pool of over 1200 applications from teachers and instructional specialists serving in traditional public and charter schools, as well as alternative and private schools; from nearly every state, grade level and instructional area, and who teach in a wide variety of urban, rural and suburban settings.

Dennis Shirley, also of Boston College and who read Stephen E. Ambrose's Lewis and Clark biography Undaunted Courage to get in the mood for the road trip, points to the «incredible resilience and heroism» of rural educators, who often work in schools without counselors our art and music teachers and live in areas that often are losing population.

Evers» current budget request asks for $ 5.5 million to provide rural school districts with grant money to pay teachers to retain and recruit them; increase transportation funding for rural school districts and millions more in funding for bilingual - bicultural programs and programs aimed at students who are learning English as a second language.

For elementary teachers like Barbara Dell Carter who works in rural eastern North Carolina, that means she must manage a classroom of 22 second graders with very diverse needs and without any instructional assistance, except for maybe an hour each day.

Chief Inspector of Schools Sir Michael Wilshaw has called for the Government to create «National Service Teachers» who could be deployed to schools in under - achieving rural areas.

The law encourages local districts to submit teacher pay proposals for the pilot that could look like one of two distinct models: either pitch a plan that would reward teachers on the basis of how well their students do on tests, or present an idea for paying teachers who work in hard to staff subject areas or rural / high poverty schools and / or taking on additional leadership roles to improve student success.

The county education agency, who already provides services for school districts, will interview and select substitute teachers for Prescott USD, Chino Valley USD, Mayer USD, Bagdad USD, Camp Verde USD, Ash Fork JUSD, Seligman USD and several other rural districts, as well as schools within the Verde Valley.

Other possible solutions for improving access to courses have been offered by rural school advocates, like Robert Mahaffey, executive director of the Rural School and Community Trust, who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certificrural school advocates, like Robert Mahaffey, executive director of the Rural School and Community Trust, who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certificRural School and Community Trust, who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certificrural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certification

«It's going to devastate rural school districts who have a very difficult time recruiting teachers to begin with,» said Jewell.

• Offer grants of up to $ 6,000 to current rural school teachers who want to pursue national board certification to teach college courses at the high school level, or who want to obtain a master's degree, for example.

The task force put forward a number of prudent ideas, including increasing sparsity aid to rural districts and creating a student loan forgiveness program for new teachers who choose to teach in rural Wisconsin.

Becoming a teacher in Wyoming might mean working in more rural, agrarian regions of the state, but these areas are still in need of quality teachers who find intrinsic reward in helping all of their students receive the education they deserve.

Such things have been known to happen in very small, rural schools where smaller student bodies necessitate that teachers teach in multiple subject areas and even administrators teach some classes, but even in these cases, those who teach in a subject area generally have at least a minor in that subject.

Teach for America, the national corps of new college graduates who commit to teach for at least two years in urban and rural public schools, will bring in 40 teachers each of the next three years to high - needs schools in the Twin Cities.

We will be joined by Chris Nielson from New Zealand who will be looking at collaboration between primary, secondary and early years settings, Marie - Claire Bretherton from England who will be sharing her experience of peer review as a powerful vehicle for school improvement, leadership development and culture change, Matt Carver from Australia who will share his experience of collaboration in rural and remote communities and Rodney Eckhert and Nancy Sabo in Ontario who will share their collaborative work with elementary school teachers and students.

Bridge Partnership Schools for Liberia (Bridge PSL) on Saturday graduated 227 trainees who came from 33 schools and from the Rural Teacher Training Institutes in the Southeast.

The two other teachers left the school and now it is solely operated by Miller, who teaches her granddaughter, a neighbor's child and a student with special needs out of her home in rural Thomasville, 30 minutes away from its former location.

Hartnett - Edwards describes three case studies of a coach who worked effectively with three different teachers in a rural Hawaiian elementary school.

Delta State overhauled its program to focus on instructional leadership, featuring a full - time internship and financial support so teachers can spend a year preparing to become principals who can transform schools in a poor, mostly rural region.

In this article, they draw on their work in one rural and one inner - city high school to present five principles to guide such professional development: (1) offer teachers a manageable number of new strategies; (2) move from workshop to classroom; (3) establish forums for teacher empowerment; (4) vary and formats used in staff development; and (5) start with those who are most eager, and then spread the learning to others.

Kyle is a father, husband, writer, and teacher who lives in small village in rural Vermont.

IDEA — Special Education Grants to States Title I, Part A — Improving Basic Programs Operated by Local Educational Agencies Title I, Part C — Migrant Education Title I, Part D — Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At - Risk Title II, Part II — Supporting Effective Instruction (Teacher Training and Teacher Retention) Title IV, Part A — Student Support and Academic Enrichment (SSAE) Grants Title VI, Part B, Subpart 1 — Small, Rural School Grant Program Title VI, Part B, Subpart 2 — Rural and Low - Income School Program Title VIII — Impact Aid McKinney - Vento Homeless Assistance Act Promoting Student Resilience

Oklahoma About Blog An English teacher in a rural high - poverty area who loves helping students learn how to lead successful and productive lives.