Sentences with phrase «solution to a need teachers»

Not exact matches

Our teachers work incredibly hard in order to instill in Castilleja girls skills and knowledge that they need to be successful — the ability to consume information critically, to write and speak clearly, to analyze data and construct original solutions to problems.

The obvious solution is to build nutrition and sustainability into food contracts, give principals more autonomy to make smart decisions, and extend the school day so that our fine, fine teachers have enough time to give our kids what they need.

Security and theft are big issues, and the dining room is just a big, scary place... If I could hope for one change it would be for smaller schools... it is just one solution for a system that needs a lot of solutions and a lot of change... longer lunch periods, teachers willing to eat with the students, nutrition education, getting rid of the soda and snack vending machines that fund the sports programs, and more money and support for school food service programs...

The survey also found that 51 per cent of primary school teachers, and 49 per cent of secondary school teachers need training in e-safety issues, while 51 per cent of primary school teachers are seen to need training in using assessment solutions.

Finally, we need to allow teachers to act upon the solutions they propose, even if it steps outside of the scope and sequence of scripted curriculum.

Provide teachers the support and time they need to be successful both in the classroom and in the leadership opportunities that emerge when they are asked to share their input and generate solutions to school - and district - level problems.

Beyond the walls and beyond the seas Now that we had high - speed internet connections, all we needed was a technology solution to bring specialised teachers into the classroom.

Institutions capture much of the value that teachers create in the classroom; the cost of education restricts access to those who need it most; and present e-learning solutions are mediocre at best.

The evolution of technology though has provided smart solutions like distance learning, where a student doesn't need to be present in the classroom and can learn from teachers who live in different parts of the country by using online learning environments or distributed course materials.

This approach takes more listening to the needs of our families through their own unique and important lens, and less offering of one - size - fits - all solutions on our part as teachers and administrators.

Its solution is found most often in creating a positive, supportive school culture and climate, where teachers are treated as professionals and given the opportunity to collaborate, problem solve, and get needed, reasonable supports in timely ways.

The need for assessment solution training is expected to be significant across primary schools in 2015, with 58 per cent of teachers identified as in need of training.»

Therefore, we need to provide proper training when implementing new solutions, and ensure «the change» doesn't become another stress related factor for teachers.

Many authorities turned to temporary solutions, otherwise fondly known as «huts», and whilst the huts of 2015 provide good classrooms, there is still the tendency to send either the Newly Qualified Teacher (NQT) or the long service teacher out to the hut but they do not solve the problem of needing to integrate them into the school as a whole and so they often stand detached and forlorn at extremes of the playground with teachers and pupils having to brave the elements to gain access to the main buTeacher (NQT) or the long service teacher out to the hut but they do not solve the problem of needing to integrate them into the school as a whole and so they often stand detached and forlorn at extremes of the playground with teachers and pupils having to brave the elements to gain access to the main buteacher out to the hut but they do not solve the problem of needing to integrate them into the school as a whole and so they often stand detached and forlorn at extremes of the playground with teachers and pupils having to brave the elements to gain access to the main building.

What's more, 51 per cent of primary school teachers are seen to need training in using assessment solutions.

For students to achieve the communicative practice they need, the solution is simple: The less the teacher speaks, the more students do.

Emerging market classroom issues such as low connectivity, minimal bandwidth, lack of hardware, limited electricity, and lack of teacher training need to be at the top of your agenda as you craft your solution.

Its findings highlight a need for there to be further research to explore how the geographical flows of trainees into the teacher workforce and during their careers «could increase understanding of the dynamic picture within and across different areas and help to develop policy solutions».

Teachers will also need to help students connect the dots — to recognise the relationships between selves and others, actions and impacts, problems and solutions, ideas and disciplines.

What we really need is a single organization with an integrated solution to show us how to do personalized learning and teacher development really well.

Created as a way of bridging the digital skills gap — a report last year suggested that 1.4 million digital professionals would be needed to keep pace over the next five years — the acclaimed «small and mighty» solution is a pocket size computer that lets students and teachers get creative with digital technology.

The trainers provide the tools and resources teachers need to successfully integrate our classroom solutions into existing STEM curriculum and daily lesson planning.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culturto Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity CulturTo Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culturto Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culturto Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culturto Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culturto N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culturto Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culturto attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity teachers say about an Opportunity Culture?

As such, it would seem that one obvious solution to increasing teachers» responsiveness to parent and student needs would be to hire more Hispanic teachers and counselors.

Learning solutions for K - 12 must be flexible enough to meet a variety of needs: simple to use for students from primary to secondary school, and easy for teachers to adopt.

A major benefit of OER content is that it gives schools and teachers instructional «Legos» that they can organize, revise, and combine more easily to create custom learning solutions that meet their students» needs.

Furthermore, with the introduction of LearnToLearn, teachers will be able to experience LEGO Education broadly across subject areas, enabling them to decide if or which LEGO Education core solution best suits their classroom needs.

With all of these moving parts in the flipped classroom, teachers and students will need to find a way to bring all of these digital solutions together in a user - friendly fashion.

If teachers, schools, districts, and states are to succeed at teaching students to meet proficiency on the CCRS, they need solutions that are doable.

Through these collaborations, Rechner is ensuring teachers and administrators have access to the best - in - class digital content and professional development solutions they need to transform teaching and learning and meet their strategic goals.

We see this as the beginning of a long - term effort to illuminate teacher insights about both teachers» needs and possible solutions to identified concerns.

Building on the promise of the competency - based movement and the urgent need to engage more aspiring teachers earlier, the Educators Rising Beginning to Teach microcredentials aim to become a key part of a systemic solution for improving how aspiring educators demonstrate their skills and knowledge on their road to becoming accomplished teachers.

School and district administrators, classroom teachers, IT professionals, special education directors, curriculum and media specialists, and other educators with roles or interest in ed tech, attend FETC year after year to find the professional learning, technology solutions and connections they need to transform learning in and out of the classroom.

When cutting arts classes and laying off teachers is an option, the legislature needs to respond with a solution.

I do agree with this comment but the problem is that this government does not and will not listen to teachers nor parents.There have been many contentious issues over the past ten years and the government just ploughs on regardless.There needs to be a massive demonstration by society in order to protect the interests of students first.Politicians are notorious for telling us what we need and what is good for us and they have no clue what goes on in schools.I do not see a solution to this but the teacher unions must be much more vocal and really speak up for the teachers and parents in this country.

And I think, on the basis of equity and the civil rights of these students, Congress and the State of California needs to dig deeper to find ways to support districts like Oakland so they can stabilize and build a more long term solution to the problems we face in retaining and developing strong teachers.

It will be expensive, but it is what teachers need have a radical solution to stop the endless workload rhetoric offered by politicians in lip - service conferences typically attended by few classroom teachers, but filled instead with school leaders, policymakers and educators.

«Each day, Connecticut teachers see firsthand how our state's funding system fails to meet the needs of all our students - particularly those with special needs and living in low - income communities - which is why their insight and expertise will be critical to finding a solution that will work for our students and our state,» said E4E - Connecticut Executive Director Justin Boucher.

It will be expensive, but it is what teachers need have a radical solution to stop the endless workload rhetoric offered...

Rating: EStrand 2: The level of ambition and potential impact of the solutions designed by the teacher to meet time and resource needs.

There is insufficient evidence that the teacher «considers and pursues purposefully selected substantial solutions to address time and / or resource needs.»

«And since Achieve3000's solutions are customized to meet each state's academic standards and build literacy in the content areas, our teachers can use them in all fifty - two of our regions, across many grade and ability levels, as they work to meet the individual needs of each learner.»

I am now in my 20th year as a teacher and arts integration is the best solution I have found to meeting the needs of every student in my classroom.»

Rating: BPStrand 2: The level of ambition and potential impact of the solutions designed by the teacher to meet time and resource needs.

Strand 2: The level of ambition and potential impact of the solutions designed by the teacher to meet time and resource needs.

The teacher does not pursue «purposefully selected substantial solutions to address time and / or resource needs.»

The solution is blended learning for teachers — personalized professional development that provides the educator what they need, when they need it, and where they are able to access it.

Their vision: Teachers collaborating with peers as data - informed decision makers who are able to understand individual student needs, select proven solutions, and monitor progress toward successfully closing achievement gaps.

School leaders need to observe their teachers, ask them questions, analyze data and start developing theories they can test in order to get closer to solutions.

When CEI assists school leaders in creating and implementing solutions, we strive to uplift principals, teachers, and students — not fix them or document all the ways they need to turn around.