Sentences with phrase «specific teachers in the district»

Not exact matches

Some state funding policies explicitly assume certain school structures: a specific number of students are expected to be in front of teachers within schools that have principals within districts that each have a superintendent.

We're in the same position that Rick Mills was in when he introduced portfolio assessments in Vermont [as commissioner of education]: To some extent we'll be plowing new ground, and we owe it to kids and their teachers to evaluate the specific options that states and districts design, discard the bad ones, and tinker with the better ones before implementing them wholesale.

A better means of driving reform would be to reward states and districts based not on unenforceable promises but on specific, concrete steps to overhaul anachronistic policies like teacher tenure, now granted in most states as a matter of course after just a couple of years in the classroom.

Teachers in DAmatos district use a different program that enables them to look at data associated with a specific exam or school - wide trends.

Yet Texas teachers perceive policy to be more specific than teachers in the other two states, indicating they believe their districts provide more guidance on how to cover the standards.

The goal of the school district needs to be supporting each teacher in his or her tech growth with training that is content specific and tiered to the levels of ability.

By using data from the Illinois State Board of Education Teacher Service Record (now known as the Employment Information System), Bellwether was able to explore patterns in supply and demand, diversity, and staff retention across Illinois schools and within specific districts.

Equitable Services = Specific, Effective & Allowable The intent of the Elementary and Secondary Education Act is that districts use their federal grant dollars to design programs and services that meet the individual needs of teachers and students in non-public schools.

Pavlov came up with Click to add MIRS Bill Hound SB 0103, a significant departure from the O'Brien - Zemke bills in that it gave more deference to the tools local school districts could use in grading teachers and stripped out the requirement that one of four specific vendors be chosen.

Other research has pointed to the possibility that top - down and bottom - up approaches need not be viewed as alternatives, but can be combined.235 Recent research on the district role in school - improvement activity has focused increasingly on the identification of specific district - level policies, actions, and conditions that are related to improvement in teachers «and students «performance.

During the site visits, we observed 10 - 12 classrooms in both elementary and secondary schools, and we conducted individual interviews, using role - specific interview protocols, with district leaders, school principals, and classroom teachers.

With observed teachers, the focus was on specific activities during the lessons; general approaches to pedagogy; the role of the principal as well as other leaders within the school, district, and state on pedagogy; curricular and pedagogical decision making in the school; professional development; and student learning.

The principal introduces, • Professional development (both in terms of the theoretical knowledge of Second Language Acquisition and specific strategies for ELLs) • Teacher observations (understanding the classroom context and needs of ELL students) • Building Staff Knowledge (role of ESL teachers in instructional planning) • District support (aligning programs district wide and developing responsive pDistrict support (aligning programs district wide and developing responsive pdistrict wide and developing responsive programs)

To be sure some districts may be understaffed and other districts may come up short in specific subject areas, but there is no nationwide teacher shortage.

Deasy «is free to express his opinions, but any attempt to require principals to assign a specific weight to student test data in a teacher's evaluation is a violation of the protections in an agreement between UTLA and the District,» UTLA responded in a statement.

At Clark County School District in Las Vegas, Nevada, SchoolSpring — the nation's largest K - 12 education - specific job board — helps leaders more effectively attract and hire quality teachers.

Matching Teacher - Led Professional Learning Costs With Sustainable Funding Sources: Overview chart of funding sources for teacher - led professional learning, as well as a description of some broad and specific cost categories; districts and schools interested in fully and sustainably funding teacher - led professional learning can use this chart as a guide to considering how different funding sources might be used to support a range of professional learning activities http://opportunityculture.org/teacher-led-professional-learning/funding-for-teacher-led-professional-leTeacher - Led Professional Learning Costs With Sustainable Funding Sources: Overview chart of funding sources for teacher - led professional learning, as well as a description of some broad and specific cost categories; districts and schools interested in fully and sustainably funding teacher - led professional learning can use this chart as a guide to considering how different funding sources might be used to support a range of professional learning activities http://opportunityculture.org/teacher-led-professional-learning/funding-for-teacher-led-professional-leteacher - led professional learning, as well as a description of some broad and specific cost categories; districts and schools interested in fully and sustainably funding teacher - led professional learning can use this chart as a guide to considering how different funding sources might be used to support a range of professional learning activities http://opportunityculture.org/teacher-led-professional-learning/funding-for-teacher-led-professional-leteacher - led professional learning can use this chart as a guide to considering how different funding sources might be used to support a range of professional learning activities http://opportunityculture.org/teacher-led-professional-learning/funding-for-teacher-led-professional-leteacher-led-professional-learning/funding-for-teacher-led-professional-leteacher-led-professional-learning/

And in light of the recent critical study of teacher professional development by The New Teacher Project, schools and districts are asking hard questions about the impact of professional development on teacher practice in specific content areas like math or liteacher professional development by The New Teacher Project, schools and districts are asking hard questions about the impact of professional development on teacher practice in specific content areas like math or liTeacher Project, schools and districts are asking hard questions about the impact of professional development on teacher practice in specific content areas like math or liteacher practice in specific content areas like math or literacy.

For teachers, managers, and administrative personnel who have been evaluated as less than satisfactory, a district school board shall require participation in specific professional development programs as part of the improvement prescription.

In addition, we have worked with teachers and administrations across the country to develop various levels of content that address specific state and district standards:

Refinement — As district's work to refine the teacher evaluation plan, CEC offers many specific supports in the following areas.

In order to counteract this, districts around the country are trying to find more creative ways to implement their own job - embedded PD so that there is teacher choice, teacher voice paired with leadership opportunities, district goal - alignment, and in some cases, teacher coaching programs to target very specific district - level, building - level and teacher - level goalIn order to counteract this, districts around the country are trying to find more creative ways to implement their own job - embedded PD so that there is teacher choice, teacher voice paired with leadership opportunities, district goal - alignment, and in some cases, teacher coaching programs to target very specific district - level, building - level and teacher - level goalin some cases, teacher coaching programs to target very specific district - level, building - level and teacher - level goals.

A recent paper from the Aspen Institute — Finding a New Way: Leveraging Teacher Leadership to Meet Unprecedented Demands — explains how schools can shape teacher leadership roles in response to school - or district - specific chalTeacher Leadership to Meet Unprecedented Demands — explains how schools can shape teacher leadership roles in response to school - or district - specific chalteacher leadership roles in response to school - or district - specific challenges.

Information on how some school districts have developed programs of substitute teacher management that address specific concerns can be found in the following articles:

The defendants also argue that the plaintiffs failed to prove they are members of a «suspect class,» which basically means plaintiffs didn't prove that school districts harmed a specific group — in this case, minority kids from low - income families — by moving ineffective teachers into schools populated by members of the group.

But I would point to the fact that many teacher preparation programs don't offer future teachers as much clinical training as they ought to receive — especially training in high - needs schools; that districts are by and large not as effective as they might be at teacher induction and professional development; that teachers are generally under - compensated and specific individual excellence isn't rewarded; and that the policy contexts in which teachers work are being constantly revised in ways that are sometimes contrary to research evidence.

Oklahoma also supports differential pay for those teaching at high - need schools but leaves it up to the school district to determine the specifics: «Districts shall be encouraged to provide completed schedules to reflect district policies and circumstances, including... special incentives for teachers in districts with specific geographical attributeDistricts shall be encouraged to provide completed schedules to reflect district policies and circumstances, including... special incentives for teachers in districts with specific geographical attributedistricts with specific geographical attributes.»

«He is free to express his opinions, but any attempt to require principals to assign a specific weight to student test data in a teacher's evaluation is a violation of the protections in an agreement between UTLA and the District.»

School - based teams may consist of teachers with students in the same grade - level across content areas, teachers with students in different grades but in the same content area, or teachers with principals and district administrators supporting them around a specific focus area.

In addition to the general concerns that Common Core is not needed, harms students and takes control of curriculum and testing away from teachers and local school districts, there are many specific concerns that upset parents and teachers.

The documents produced in this process form the foundation of the core subject curriculums at each grade level and establish district - wide expectations for what teachers should teach and what students should learn and be able to do in relation to a specific standard.

Career pathways for teachers may look different depending on school district contexts, but the roles for teachers along any given pathway often reflect teachers» time spent in the profession, individual strengths, interests, and specific leadership responsibilities.

In contrast to traditional teacher preparation programs, which often do not recruit and place candidates in specific districts to fulfill the districts» particular needs, residents are recruited to work for the partner district (or charter management organization) and fulfill its hiring needs (e.g., filling shortage subject areas and / or teaching in specific schoolsIn contrast to traditional teacher preparation programs, which often do not recruit and place candidates in specific districts to fulfill the districts» particular needs, residents are recruited to work for the partner district (or charter management organization) and fulfill its hiring needs (e.g., filling shortage subject areas and / or teaching in specific schoolsin specific districts to fulfill the districts» particular needs, residents are recruited to work for the partner district (or charter management organization) and fulfill its hiring needs (e.g., filling shortage subject areas and / or teaching in specific schoolsin specific schools).

Parents and the public could look up specific teachers in the database and see how they ranked in both math and English, from least effective to most effective in the district.

By Kathryn Hunt When the South Bend School District in Washington State gave the district's 39 teachers $ 500 each to pursue individual professional development linked to their specific goals, Julie Haugan knew just what she wanteDistrict in Washington State gave the district's 39 teachers $ 500 each to pursue individual professional development linked to their specific goals, Julie Haugan knew just what she wantedistrict's 39 teachers $ 500 each to pursue individual professional development linked to their specific goals, Julie Haugan knew just what she wanted to do.

Taking Steps Toward PK - 3 Success offers National Education Association (NEA) affiliates specific advice on state and district policies addressing class size, supporting full - day Prekindergarten and Kindergarten programs, promoting high quality teachers, targeting professional development to improve PreK - 3rd practice, clarifying the role of para-educators (especially in support of bilingual and bicultural children), and providing for adequate planning time for teachers within grades and between grades to develop integrated and coherent programs and practices throughout the age span (alignment).

Moreover, situating technology PD in local school contexts allow teachers to learn about technology hardware and software available to them, as well as to fulfill instructional goals of the initiatives in their specific districts (Kopcha, 2012; Mouza, 2011).

I would argue that if the goal is to provide more instruction that taps into students» individual needs and personal interests, then school and district leaders should focus on doing specific things that might actually move the needle, such as making sure: 1) that teachers know their students well; 2) that they assess student learning carefully; 3) that they provide students with rich and diverse materials in a range of media, and 4) that student and teacher assignments are flexible.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Some districts define the value - added score as the average learning gain made by students on a standardized test in a given teacher's classroom, in a specific subject area, in a specific year.

Key features include course units aligned to common core and state standards together with local district frameworks, interactive media - driven lessons focused on core concepts and skills, closed captioning and definitions of key academic terms, embedded subject specific Tier 2 vocabulary, on - going formative assessments, summative unit tests, teacher support materials, and at - home parental involvement learning tools — all designed to be used in concert with the district's instructional program.

District C's focus on the standards is apparent in the extent to which teachers made specific reference to the standards and benchmarks in their interviews and writings.

Join Renee Pryor to glean lessons learned in a small, rural school district about the power of elevating teacher leaders to develop, design, and deliver effective professional development relevant to specific needs of all students and teachers.

Through their boots - on - the - ground preparation, candidates know the challenges, rigors, and joys of the work in the district and the specific school sites where they will serve — and understand and support a school's vision for success — long before they become teachers of record.

The district will call for other proposals in the future, but for now, only teachers who choose to attend an organization that is unaffiliated with a college or university, that was created to supply charters with teachers trained to meet the needs of these specific charters, and that is based on the beliefs of teaching amateurs will receive raises (Newark Public Schools, n.d.).

Currently 35 percent of an educator's evaluation is comprised of student achievement data based on student growth; • Lower the weight of student achievement growth for teachers in non-tested grades and subjects from 25 percent to 15 percent; • And make explicit local school district discretion in both the qualitative teacher evaluation model that is used for the observation portion of the evaluation as well as the specific weight student achievement growth in evaluations will play in personnel decisions made by the district.

Leaving space for districts to incorporate local indicators of student growth specific to their communities in order to foster intrinsic motivation and ownership at the classroom teacher level,

Although it is also possible to fill in specific elements for the score value of 4.0, I have found that many school and district leaders wish to leave this up to individual teachers.

All of the teachers spoke about specific changes they were making in classroom practice, but a few also spoke of their grant - writing efforts to fund district professional development initiatives, and of their roles as facilitators of those district - level efforts.

This action research looks at the impact that a newly adopted curriculum and specific district and school supports had on teacher's ability to support students to elaborate in written and oral responses, to engage with higher order thinking tasks, and use protocols to support collaborative student work.