Sentences with phrase «state collaborated with teachers»

How such a minimum number of students was determined by the state, including how the state collaborated with teachers, principals, other school leaders, parents and other stakeholders when determining such minimum number; and Steps the state has taken to ensure that such minimum number is sufficient not to result in revealing any personally identifiable information for any students.

Not exact matches

The current secretary of state for education, Nicky Morgan, has spoken recently of her commitment to the «self - improving, school - led system», characterised by bottom - up innovations coming from «networks of schools and teachers collaborating with one another to drive up standards».

Over the past five years, the United Federation of Teachers, New York State United Teachers and the American Federation of Teachers have spent a total of $ 5.5 million on groups collaborating with a coalition known as the Hedge Clippers, according to records.

Wheeler, as the school's curator (in addition to being on its advisory committee), encourages teachers interested in starting a similar program to collaborate with their state or local historical society (see «How To: Breathe Life into History»).

«We're preparing academic teachers to teach in career technical education (CTE) schools and collaborate with other CTE teachers,» says Nancy Farnan, director of San Diego State's School of Teacher Education, «Typically teachers don't have experience with collaborating.»

And seven state plans specifically indicate that they'll be collaborating with teacher preparation programs to tackle teacher shortages.

The state collaborated with the district to apply for a federal Teacher Incentive Fund grant to improve educator effectiveness.

Teachers» unions themselves collaborated with the state education department to create the evaluation system.

NYSABE collaborates with professional organizations, including the New York State Teachers of English to Speakers of Other Languages (NYS TESOL), the Association of Dominican American Supervisors and Administrators (ADASA), and the New York State Association of Foreign Language Teachers (NYSAFLT).

We bring unparalleled research, knowledge, and practical experience in collaborating with state, district and school leaders, including teachers, to achieve better student outcomes — fast — using a variety of approaches.

We've collaborated with the Collaboration for Effective Educators Development, Accountability and Reform (CEEDAR) Center and The National Center for Systemic Improvement (NCSI) as well as launched a diverse coalition of organizations to support states in their efforts to develop teachers and leader who can successfully prepare students with disabilities to achieve college and career - ready standards.

The resolution calls on the Utah governor and members of the Utah State Legislature to collaborate with the board in supporting teachers, parents and students during the transition to the news Utah Core Standards.

This work has enabled teachers to collaborate with peers in other states — something that would not have been possible when each state had its own standards — and to build and refine powerful lessons.

They spent about $ 500,000 preparing teachers and students, collaborating with educators in other states and buying materials and computers for a new Common Core test, finishing a year in advance.

In spring 2015, NJACTE submitted a successful proposal to AACTE for funds to expand the capacity, leadership, and relationship with the PK — 12 community and the state Department of Education by collaborating on strategies to debunk myths about teacher preparation and teacher quality.

He makes a strong case that library media specialists should be very aware of state standards, know which ones are tested, collaborate with teachers to teach information literacy skills related to those state standards, and then collect data on the impact of the library instruction.

The Center for Teacher Innovation collaborates with private schools throughout the state to equip private and independent school educators with tools and processes to support all learners.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardTeachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardTeachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

On April 20, Educators for Excellence - Connecticut hosted «Collaborate to Innovate,» an event to unveil the new E4E Declaration of Teachers» Principles and Beliefs, with special guests Education Commissioner Dianna R. Wentzell, State Representative Robyn Porter, teachers from Bridgeport and Hartford and E4E - Connecticut Executive Director Justin Teachers» Principles and Beliefs, with special guests Education Commissioner Dianna R. Wentzell, State Representative Robyn Porter, teachers from Bridgeport and Hartford and E4E - Connecticut Executive Director Justin teachers from Bridgeport and Hartford and E4E - Connecticut Executive Director Justin Boucher.

Strategic Goals: Identify teacher leaders to build the solutions necessary to change and strengthen the profession, and drive transformation in schools, districts and states; and empower teacher leaders to collaborate with administrators to develop distributive leadership.

With states and districts implementing new academic standards based on the Common Core State Standards, teachers have more opportunities than ever to collaborate around the shared goals of strengthening curriculum design, classroom practices, and student learning.

New Leaders, led by CEO Jean Desravines and Board Chair Christopher M. Chadwick, president and CEO of The Boeing Company, is a national nonprofit that collaborates with districts, charter management organizations, and states to offer three - year leadership curriculum to teachers, aspiring principals, and freshmen principals.

As states began enacting charter school legislation, the departure from Shanker's vision was repeated over and over again in the three critical areas: collaborating with traditional public schools, empowering teachers, and integrating students.

Teachers collaborated with scientists from NASA and the National Institutes of Health (NIH) by linking the Maryland state curriculum...

Lori has collaborated with Kent State University professors to implement a writing center in our high school, as well as serve on the Teaching, Learning and Curriculum Studies Advisory Board for Kent State's teacher preparation program.

Currently, school districts in the United States spend $ 18 billion annually on professional development for teachers, 52 and the 50 largest school districts spend $ 18,000 per teacher per year.53 New research questions whether these funds are being spent effectively, as many forms of professional development have been shown to have little to no effect on teacher practice or student learning.54 Redistributing some of the funding currently used for one - off workshops and other less effective professional development activities to more school - based collaborative learning time could make it possible to provide teachers with increased time to collaborate and plan.

Teachers use the website to review the curriculum and calendars, locate and / or share resource materials, and to communicate and collaborate with peers across the District and State who use the same curriculum but who would not otherwise be available to share resources and provide other support.

Collaborating and sharing ideas with other classroom teachers across the state will allow me to grow professionally.

In other Race to the Top news, the Department of Education removed Hawaii from high - risk status (PDF) because the state made significant progress on its grant commitments, including collaborating with the state's teachers union to formalize a new educator evaluation system.

Collaborating with districts across the state, Utah Teachers is a teacher training program designed to help an APT Level 1 license holder with an Elementary (K - 8) or Secondary (7 - 12) concentration satisfy the training component of the Entry Year Enhancements (EYE) necessary to gain a Level 2 license.

These range from having access to appropriate resources (such as a heated classroom) or equipment that enhances learning (such as computers); to access to professional communities of support (such as other teachers with whom to collaborate, behavior specialists, and other resource staff); to the alignment of education programs among the school, district, and state.

She collaborates with Teacher Centers, school districts, higher education, New York State United Teachers (NYSUT), and the State Education Department to increase awareness about National Board Certification, provide candidate support, and promote NBC as part of the teacher - leader conTeacher Centers, school districts, higher education, New York State United Teachers (NYSUT), and the State Education Department to increase awareness about National Board Certification, provide candidate support, and promote NBC as part of the teacher - leader conteacher - leader continuum.

In implementing this policy, state and local leaders will need to better understand how instructional change and organizational learning happen by targeting the development of teachers and administrators so that they are able to collaborate in new and authentic ways to develop instructional approaches based upon the emerging body of research on how children — particularly from diverse backgrounds and with diverse needs — learn.

The summit provides teachers and their supporters with time to collaborate, as well as skills and professional consultation, to incubate innovative ideas that can make a positive impact for students in their schools, communities, districts, and states.

The new schedule is the result of studying data, collaborating with teachers, and visiting with several of the top performing schools in the state and aligns well with our mission statement.

Functions The teacher leader: a) Increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards; b) Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning; c) Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues; and d) Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.

Teacher Shortage: A lot of the scholarship urges the state to create collaborate with other states and to develop a certification process that allows teachers to move easily from state to state.

Collaborated with Third and Fourth Grade classroom teachers to develop and implement student produced computer projects that incorporated, New York State learning standards

Highlights Implemented iPad study program, improving testing performance by 15 percent Fluent in German and French Proficient with Blackboard Committed to achievement Well - organized and motivated Strong leadership skill set Experience German and French Teacher 8/1/2012 — 7/1/2016 Bloomingdale Middle School — Millville, SD Collaborated with department to make formal suggestions for state foreign language study requirements.

• Decipher the school's need for after school programs and collaborate with administrators and community members to determine program needs • Create and implement core curriculum for each after school program based on the school's policies and protocols • Hire and supervise teachers, instructors and support staff for each after school program • Coordinate development and implementation of after school lesson plans while ensuring that it is kept within state guidelines