Sentences with phrase «shared values of the teachers»

Because of the strength of the shared values of the teachers and the close working relationship between teachers and parents, these schools are usually free of the more negative aspects of the youth culture.

Not exact matches

Bonded by the shared values inherent to Waldorf Education, parents, teachers and staff work together to support the growth of the students and the promise they hold for the future.

Japanese teachers highly value the last five minutes of class as a time for summarizing, sharing, and reflecting.

My students were paramount teachers as I was privileged to share a part of their interior worlds, their «private logic» that is a culmination of accumulated beliefs, experiences, values, thoughts and feelings.

It was found that teachers» attention to validity issues had been undermined by the external test regimes, but teachers could readdress these issues by reflection on their values and by engagement in a shared development of portfolio assessments.

A sense of exclusive or proprietary responsibility at NCATE was in conflict with a culture of shared responsibility for teacher education that we value and try to cultivate.»

The result of this odd dynamic is that districts are forced into spending large and growing shares of their budgets to pay for a benefit that teachers themselves don't fully value.

«I shared the list of requests with my staff,» said George, «because I thought it showed considerable insight from the parents... as to what they value in a teacher and why being allowed to make a choice was important to them.»

Today in The Global Search for Education, our global teachers share their experiences in their answers to this question: How can we maximize the value of art and music in education and how can it be blended with more traditional subjects?

• First, efforts to develop a civics curriculum are snagged by a basic truth about America: beyond a narrow core of shared beliefs (honesty, tolerance, obeying the law), Americans hold strong but often divergent views about the values they want their children to acquire and about the role of teachers and schools in inculcating those values.

Throughout the years, I have shared the value of arts - based literacy, along with my artistic, visual strategies and writing techniques with hundreds of teachers.

James Betts, managing director of Kudlian Software, agrees: «The schools that we work with value hardware that allows students to share work but it needn't be complex kit; a simple device that allows teachers to stream the screen of pupils» tablets to a projector or large screen, enables pupils to quickly and easily share what they are working on, often having a dramatic effect.»

The creative tension between the autonomy that our expert teachers value so highly, and the common aspects of shared accountability that enables BASIS Curriculum Schools to maintain academic quality control across the network, is the nexus at the heart of our classroom learning culture.

Once again, these finding are consistent with adult learning in that these process elements value adult identity and experience, engage adults in the development of their own learning activities, allow dialogue and sharing of experience, provide time for teacher reflective practices, and provide more authentic and immediate use of learning.

It has been my opinion since I began my own research that the integration of the what is taught is more broadly learned by how the teacher and the students share the values being presented in the class.

For example, a survey of district elementary - school teachers found a strong, negative correlation between teacher morale (as measured by their response to the statement, «I feel I am treated as a valued employee) and the market share of charter elementary schools.

Teachers, students, parents, and administrators all share an understanding of what the school is about: what it values, how it plans to meet its goals, the strategies it uses to understand what works well in the building and what doesn't.

We examined teachers «perceptions of principals «efforts to involve others, and teachers «descriptions of their own leadership for improvement (measured by sense of collective responsibility and the development of shared norms and values).

A common base of understanding about reform efforts, shared between teacher leaders, educators, and other community members, along with the community's recognition and value of their leadership expertise, helped teacher leaders to be successful in these roles.

In practice, shared attribution is essentially taking the value - added ratings of an entire school or district and assigning those ratings to teachers in the non-value-added grades and subjects.

On February 10, 2017, E4E members released their new Declaration of Teacher's Principles and Beliefs, a shared set of values and principles that teachers believe are necessary to improve outcomes for students and elevate the teaching profession.

In part, the research was concerned with understanding teacher conceptions of British values and contentions of shared British identities which could be explored in schools as part of the citizenship education curriculum.

The Teach Strong campaign, launched today, is supported by a diverse group of stakeholders — including teachers» unions, civil rights groups, teacher voice organizations, and education policy leaders — that share a common vision for a society in which teachers are more valued and supported at all stages of their careers.

As part of developing a wider understanding of teacher practice in relation to promoting shared British values through citizenship education, teachers and headteachers were asked about their understanding of shared British values.

Now, our campaign is focused on full implementation of the student - created Code of Respect policy by engaging a base of students in upholding the shared values, promoting best teacher practices and stemming harmful practices that undermine the values and lead to student marginalization and disengagement.

In an op ed on the value of teacher - driven professional development, E4E - Los Angeles member Paul Bruno shares how teachers at his school demoed model lessons...

Ms. Fox - Norton added: «Start with the heart and build relationships with teachers, students and parents to have an impact in teaching and learning where everyone feels valued and works toward the achievement of our shared vision.»

By Valerie Strauss February 26, 2010; 1:00 AM ET Categories: Education Secretary Duncan, No Child Left Behind Tags: Diane Ravitch, school reform Save & Share: Previous: The hype of «value - added» in teacher evaluation Next: Schools need to step up obesity fight

On February 10, 2017, E4E members released their new Declaration of Teacher's Principles and Beliefs, a shared set of values and principles that teachers...

Last Friday in Washington, D.C., E4E members released their new Declaration of Teachers» Principles and Beliefs, a shared set of values and principles that teachers believe are necessary to improve outcomes for students and elevate the teaching proTeachers» Principles and Beliefs, a shared set of values and principles that teachers believe are necessary to improve outcomes for students and elevate the teaching proteachers believe are necessary to improve outcomes for students and elevate the teaching profession.

Educators are well aware of research clearly indicating that good things happen for kids (and adults) when teachers are part of a community that has shared values, beliefs, and norms; is focused on student learning; regularly collaborates, and reflects with one another; and makes their practice public.

Under the new process, 50 % of a teacher's evaluation would be based on walk - through observations and the other 50 % would be based on so - called «shared - attribution measures» — i.e., a district - wide value - added measure of student growth, based on -LSB-...] More

A small number of teachers shared dissenting views about this process, claiming that the 10 - to 15 - minute classroom visits yield limited value to school improvement.

I share this not as a best practice but to emphasize the importance of fostering learning environments that value a culture of trust, diversity, and teacher autonomy not a focus on test preparation.

Syeita Rhey - Fisher, a Hartford teacher and Educators for Excellence - Connecticut member, shares her perspective on the value of teacher voice at Collaborate to Innovate on April 20, 2017.

By Valerie Strauss August 17, 2010; 11:23 AM ET Categories: Daniel Willingham, Guest Bloggers, Teachers Tags: daniel willingham, la times story, la times story on teachers, los angeles times and teachers, research and value added, teacher evaluation, value added evaluation, value added measures Save & Share: Previous: The best kind of teacher evaluation Next: The problem with abolishing the»Teachers Tags: daniel willingham, la times story, la times story on teachers, los angeles times and teachers, research and value added, teacher evaluation, value added evaluation, value added measures Save & Share: Previous: The best kind of teacher evaluation Next: The problem with abolishing the»teachers, los angeles times and teachers, research and value added, teacher evaluation, value added evaluation, value added measures Save & Share: Previous: The best kind of teacher evaluation Next: The problem with abolishing the»teachers, research and value added, teacher evaluation, value added evaluation, value added measures Save & Share: Previous: The best kind of teacher evaluation Next: The problem with abolishing the»D»

Nine of 15 teachers indicated that the most valued aspect of lesson study was the peer interaction, planning, and sharing.

First, my experience indicates that shared values and mission and the development of professional respect often emerge when teachers conference with each other around observations in their classrooms.

Attorneys partner with public schools, work directly with students and teachers, promote the value of education, and share their expertise.

Kimberly now understands the value of shared ownership and as she continues to empower her teachers they will empower the students.

Teachers who are passionate about developing their learning experiences recognize the value of sharing their knowledge and expertise with others.

The two men share vastly different backgrounds and overall educational beliefs, leading the LA Weekly to characterize the election as a reform vs. union battle for the heart of the Democratic Party and the Los Angeles Times to call it «a prime example of the strange rift in education, in which liberal Democrats are sharply divided on such issues as charter schools, job protections for teachers, the authority of the federal government in schools and the value of standardized test scores.»

Through this process, educators can then ensure that the learning and relationships of children, teachers and parents within their school community reflect their shared values.

Value - added for all teachers, but especially special education teachers, will also be more accurate if the models account for co-teaching and other forms of shared instruction.

But all of them share the idea that teachers who are particularly successful will help their students make large learning gains, that these gains can be measured by students» performance on achievement tests, and that the value - added score isolates the teacher's contribution to these gains.

The time for a collaborative, networked approach that includes support for individual teacher - leaders as well as advancing systemic change might just be right, as Generation Y, the «Me» Generation is being replaced by the «C» Generation, a psychographic group emerging on both sides of the Atlantic as highly connected, pluralistic, multi-cultural, media - savvy digital citizens with shared values and lifestyles.

policy specialist Matthew Weyer, «one fundamental element of family engagement is the quality of the teacher - parent relationship, centered on shared values.

Chris Gilbert, an English teacher from North Carolina, a state that uses the well - known and widely used (and also proprietary) Education Value - Added Assessment System (EVAAS) emailed the other day, sharing two articles he wrote for the Washington Post, on behalf of his fellow teachers, about his experiences being evaluated using the EVAAS system.

Whether it be her personal experiences so far in her career or what she values in the leadership of others, Hope recognizes the potential impact of effective teacher leaders, ones who are «part of a team that shares power, distributes responsibilities and is accountable to one another.»

Teachers who have shared responsibility and accountability to design and run schools value a broader range of achievement than what is currently esteemed in K - 12 schools — so much so that these teachers are seeking, designing, and financing new ways to assess this achiTeachers who have shared responsibility and accountability to design and run schools value a broader range of achievement than what is currently esteemed in K - 12 schools — so much so that these teachers are seeking, designing, and financing new ways to assess this achiteachers are seeking, designing, and financing new ways to assess this achievement.