Crystal Hoel, a former middle
school language arts teacher at a school in Camp Lejeune, North Carolina, said, I think public schools can implement the same strategies, but only if the principal and / or curriculum director truly believe that all kids can achieve and teachers are held accountable.
Not exact matches
This R - rated comedy stars Cameron Diaz as Elizabeth Halsey, a 7th grade
language arts teacher at John Adams Middle
School in suburban Chicago.
At Cedar Heights Junior High
School, seventh graders team up with their
language arts, geography, and science
teachers to create a Culture Fair.
The
teachers» collaborative project — which involved third and fifth graders
at Bergeson Elementary
School in San Niguel, California — incorporated
art, history, and language arts in order to create an «Andy Warhol Art Show.&raq
art, history, and
language arts in order to create an «Andy Warhol
Art Show.&raq
Art Show.»
Today I want to share a really cool site that ~ Sarah Pennington ~ a
language arts middle
school teacher at the
school where I work ~ uses with her...
In addition, a survey of English
language arts classrooms published by the Fordham Institute found that most elementary -
school teachers,
at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.
Jennifer Morrison, this year's Association for Supervision and Curriculum Development's (ASCD) Outstanding Young Educator of the Year, is an eighth grade
language arts teacher and department chair
at Piedmont Open IB Middle
School in Charlotte, North Carolina.
Two
teachers, Kristie Burke, a 7th - grade reading
teacher at STRIVE, and Kerrie McCormick, a
language arts teacher at a struggling DPS middle
school, sat side by side while the STRIVE
teachers went through a professional development day.
Editor's note: This post is co-authored by Cheryl Harris, a seventh - grade
language arts teacher at Albemarle County Public
Schools.
At its quarterly meeting last month, the board also elected Josephine Bennett, a teacher of secondary - school biology in Memphis; Lois Jean Turner, a teacher at Stix Investigative Learning Center in St. Louis; Alma Garcia Vining, an elementary - school teacher at the P.A. Diskin School in Las Vegas, Nev.; and Nettie Webb, a language - arts coordinator for the Hartsdale, N.Y., school syste
At its quarterly meeting last month, the board also elected Josephine Bennett, a
teacher of secondary -
school biology in Memphis; Lois Jean Turner, a teacher at Stix Investigative Learning Center in St. Louis; Alma Garcia Vining, an elementary - school teacher at the P.A. Diskin School in Las Vegas, Nev.; and Nettie Webb, a language - arts coordinator for the Hartsdale, N.Y., school s
school biology in Memphis; Lois Jean Turner, a
teacher at Stix Investigative Learning Center in St. Louis; Alma Garcia Vining, an elementary - school teacher at the P.A. Diskin School in Las Vegas, Nev.; and Nettie Webb, a language - arts coordinator for the Hartsdale, N.Y., school syste
at Stix Investigative Learning Center in St. Louis; Alma Garcia Vining, an elementary -
school teacher at the P.A. Diskin School in Las Vegas, Nev.; and Nettie Webb, a language - arts coordinator for the Hartsdale, N.Y., school s
school teacher at the P.A. Diskin School in Las Vegas, Nev.; and Nettie Webb, a language - arts coordinator for the Hartsdale, N.Y., school syste
at the P.A. Diskin
School in Las Vegas, Nev.; and Nettie Webb, a language - arts coordinator for the Hartsdale, N.Y., school s
School in Las Vegas, Nev.; and Nettie Webb, a
language -
arts coordinator for the Hartsdale, N.Y.,
school s
school system.
Merilee MacKay, a
language arts teacher at Sagemont Virtual High
School in Weston, Florida, used the program for the first time last year, and plans to continue using it with her pupils.
Liza Medina, a
language arts teacher at Suffern Middle
School, in Suffern, New York, had such good results holding literature - circle discussions in Teen Second Life that she has planned more.
For
teachers like Nancy Krakowka, a sixth - grade
language arts and social studies
teacher at Cutchogue East Elementary
School, on New York's Long Island, a PLC makes all the difference.
«We send home a calendar
at the beginning of the six - week grading period with all major tests and projects listed for all academic subjects,» said Sharon Lynch, a seventh - grade
language arts teacher at the
school.
At Craig Middle
School, science
teacher Wayne Naylor and
language arts teacher Jennifer Smitley have jointly given their seventh and eighth graders the daunting assignment of creating and executing a project that addresses a community need.
Teachers at Sam Rayburn Middle
School have turned this special community service project into lessons in geography,
art,
language, and more.
Nevertheless, many English
language arts teachers (including 56 percent
at the middle
school level) assign none of the literary or informational texts listed in the survey, which represented both CCSS exemplars and other high - quality texts.
On Jan. 24, readers questioned three members of the
Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional devel
Teacher Leaders Network — Corrina Knight, a 6th grade
language arts / social studies
teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional devel
teacher at Salem Middle
School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develo
School in Apex, N.C.; Linda Emm, an educational specialist with
Schools of Choice in Miami, and a consultant with the National
School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develo
School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's
teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional devel
teacher education program of the Wake County, N.C.,
school district — about their work with teacher - directed professional develo
school district — about their work with
teacher - directed professional devel
teacher - directed professional development.
I have heard from his
teachers and principal
at Annapolis, Maryland's Wiley H. Bates Middle
School about the academic benefits of
arts integration, how various forms of artistic expression (PDF) are employed to learn math and science as well as
language arts.
As a PLC facilitator, Nancy Krakowka, a sixth - grade
language arts teacher at the district's Cutchogue East Elementary
School, knows that collaboration doesn't happen overnight.
At Sutter Middle
School,
teacher Monica Sigala's
language arts students were learning to perfect the
art of letter writing while simultaneously reading about the contributions of farmworker advocate (and local hero) César Chávez.
«This club provides a place for students who don't participate on sports teams, or orchestra, or other larger groups,» said Ginny Paisie, a
language arts teacher at Davis Drive Middle
School in Cary, North Carolina.
Top
Teacher Ties History to Current Events By tying the lessons of history to the issues of the day, Deirdra Grode, a seventh - and eighth - grade social studies and language arts teacher at Hoboken Charter School in Hoboken, New Jersey, is teaching her students to be analytical and socially
Teacher Ties History to Current Events By tying the lessons of history to the issues of the day, Deirdra Grode, a seventh - and eighth - grade social studies and
language arts teacher at Hoboken Charter School in Hoboken, New Jersey, is teaching her students to be analytical and socially
teacher at Hoboken Charter
School in Hoboken, New Jersey, is teaching her students to be analytical and socially aware.
Bridget Suvansri, a
language arts instructor
at Eastern Middle
School, is the Greenwich
Teacher of the Year.
The Guide includes key items that children should be learning in English
language arts and mathematics in each grade, once the standards are fully implemented, activities that parents can do
at home to support their child's learning, methods for helping parents build stronger relationships with their child's
teacher, and tips for planning for college and career (high
school only).
Teacher Bethany Smith with students in her 8th grade
language arts class
at Mooresville Middle
School.
Participating
teachers and students were enrolled in math and English
language arts (ELA) in grades 4 through 8, algebra I
at the high
school level, biology (or its equivalent)
at the high
school level, and English in grade 9.
All the participants in their case studies had been involved in some sort of
school - wide
language arts curriculum development projects aimed
at helping
teachers reconceptualize teaching.
Prior to full - time work
at CEL, Joanna has worked as a middle
school language arts teacher, secondary literacy coach and as a consultant for CEL.
Resistance might also be greater for high
school teachers who typically view themselves as subject specialists, said veteran educator Ray Salazar, who blogs about his work teaching English
language arts at a Chicago public high
school.
She is a former high
school social studies teacher, language arts teacher, and volleyball coach at schools on the Navajo Nation and at the Santa Fe Indian School (
school social studies
teacher,
language arts teacher, and volleyball coach
at schools on the Navajo Nation and
at the Santa Fe Indian
School (
School (SFIS).
Polikoff of the University of Southern California and Andrew Porter of the University of Pennsylvania looked
at the value - added scores of 327 fourth - and eighth - grade mathematics and English
language arts teachers across all six
school districts included in the Measures of Effective Teaching (MET) study (New York City, Dallas, Denver, Charlotte - Mecklenburg, Memphis, and Hillsborough County, Florida).
This activity comes from Terry Fostvedt, 11th - and 12th - grade
language arts teacher at Centaurus High
School in Lafayette, Colorado.
Elizabeth Bowden is a 6th grade English
language arts teacher at Catawba Elementary
School.
These one - week summer seminars, held
at prestigious universities and historic sites around the United States are open to full - time K - 12 history, social studies, and English
language arts teachers; community college faculty;
school librarians; National Park Service interpreters and New
Teacher Fellows (students about to graduate from college with a degree in history or education, who intend to pursue a teaching career).
I am a grade 6, 7 and 8 middle
school English language arts teacher at Wilton - Lyndeborough Cooperative Middle S
school English
language arts teacher at Wilton - Lyndeborough Cooperative Middle
SchoolSchool.
«I've been working with ELL students my whole career,» said Scott Jensen, an eighth grade
language arts teacher at Centennial Middle
School in Portland, Ore. «I still feel like it's been only recently that I've been making tangible strides with these students.»
All
teachers at Port Chester Middle
School consider themselves to be English
language arts teachers.
To better meet these students» needs,
schools should promote bilingualism and biliteracy development in grades K - 12, offer professional development to
teachers on how to integrate explicit
language and literacy instruction aimed
at the long - term English
language learners in their classrooms, develop specialized programs that differ from those targeting newly arrived students, and offer native
language arts programs that focus on developing native
language literacy.
You listen to Jeannetta Jante [spelled phonetically], she's a English
language arts teacher at Oklahoma City's Southeast High
School, she called that decision a «travesty.»
It was a wakeup call when
teachers at Urban Assembly Academy of
Arts & Letters middle school in Brooklyn jointly realized that their most struggling readers were the least engaged learners in all classrooms, not just language a
Arts & Letters middle
school in Brooklyn jointly realized that their most struggling readers were the least engaged learners in all classrooms, not just
language artsarts.
Russell Hobby, general secretary of the National Association of Head
Teachers, said: «Primary
schools are struggling to prioritise science,
languages and
arts in the face of an accountability regime which prioritises English and Maths
at the expense of all else.
Catlin Tucker is an English
language arts teacher at Windsor High
School in Sonoma County, California.
Lesley Hagelgans, an 8th grade
language arts teacher at Marshall Middle
School in Michigan, said her focus in the discussion was on using multiple measures to evaluate
teachers.
Compass Learning gives Edgenuity a full K - 12 math and English
language arts curriculum product line, enabling Edgenuity to more effectively meet the growing demand of
school leaders and
teachers for personalized, targeted learning
at all grade levels.
Tom Rademacher is the 2014 Minnesota
Teacher of the Year and is a language arts teacher at the FAIR School in downtown Minne
Teacher of the Year and is a
language arts teacher at the FAIR School in downtown Minne
teacher at the FAIR
School in downtown Minneapolis.
K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the
school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success
at the
school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school and individual student levels resulting from
teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week)
teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g.,
art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world
languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students;
school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.;
School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
School prom;
school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school graduation ceremonies; national college guidance through a network of K12 counselors;
school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school community service opportunities; student developed student body council;
school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling
school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.
Nancy Barile (@nancybarile), a National Board Certified
Teacher, has taught English
language arts at Revere High
School in Revere, Massachusetts, for 20 years.
In 1994, Dru began his formal career in education as an English
teacher at Harrisonburg High
School in Virginia and then, in 1998, he discovered the joys of middle school in Georgia as a language arts, reading, and social studies teacher and then as a school administ
School in Virginia and then, in 1998, he discovered the joys of middle
school in Georgia as a language arts, reading, and social studies teacher and then as a school administ
school in Georgia as a
language arts, reading, and social studies
teacher and then as a
school administ
school administrator.
Before becoming a principal, Robert was an eighth grade
language arts teacher at Old Court Middle
School in Baltimore County, Maryland.