Sentences with phrase «strong need for teachers»

With all the diverse learners in our classrooms, there is a strong need for teachers to learn and experiment with new scaffolding strategies.

Not exact matches

Unless it was meant for us as a new system to drop Republican systems for the Royalist systems that are taking place now that Jordan and Morocco both Royelists are planed to join GCC as one with a change to the name of the GCC since the Royalist empire will be extending to countries outer of the Arabian Gulf Countries... What ever it is all we need is freedom of rights, justice, peace, equality and to live in prosperity... Egypt is not in the heart of Egyptions only but as well in the heart of every Arabic nation, Egyptions were our teachers in our schools and Egypt was the university of our Yemeni students... Egypt was the source of islamic educations, Egypt was the face of all arts, books, papers, TV plays and movies to all of Arabian speaking countries... Egypt is our Arabian Icon so please please other nations are becoming larger and stronger in the area on your account as a living icon for the Arabian Unity what ever our faiths or beliefs are we are brothers in blood, culture and language, God Bless to All.Amen.

Hebrews 5:12 For when for the time ye ought to be teachers, ye have need that one teach you again which be the first principles of the oracles of God; and are become such as have need of milk, and not of strong meFor when for the time ye ought to be teachers, ye have need that one teach you again which be the first principles of the oracles of God; and are become such as have need of milk, and not of strong mefor the time ye ought to be teachers, ye have need that one teach you again which be the first principles of the oracles of God; and are become such as have need of milk, and not of strong meat.

On the other hand, when teachers possess the authority of qualified experts in learning and in the guidance of learning, and when they are organized into strong professional bodies which faithfully exercise responsibility for high professional standards, they can freely teach with sole regard to individual aptitude and need and without fear or favor in respect to social class.

But the good news is that any school can adopt the elements needed for a top - quality science program — sufficient instructional time for well - trained teachers to implement a strong curriculum with effective assessments — if it allocates the necessary time, money, and effort.

Frequent contacts result in a stronger parent - teacher relationship and a foundation for transforming the traditional conference into a collaboration about meeting student needs.

The strong relationships that appear to exist between teachers and students help open the door for students to express their ideas, hopes and needs — all of which are important parts of fostering student voice.

It will take a lot to make public schools more effective for all students: greater academic rigor, higher standards of conduct, more parental involvement, meaningful professional development for teachers, stronger incentives for the students themselves, and, of course, more access to health and social services for the many students who are in need of such.

The need for strong teachers turns into management by checklist and an unholy amount of attention to things like bulletin boards.

The Carnegie task force acknowledged the need for stronger student performance but added a second, equivalent challenge: «Creating... a profession of well - educated teachers prepared to assume new powers and responsibilities to redesign schools for the future.»

It doesn't erase the need for rigorous standards, tough accountability, vastly improved data systems, better teacher evaluations (and training, etc.), stronger school leaders, the right of families to choose schools, and much else that reformers have been struggling to bring about.

In addition to a north - south divide in school standards, in its annual report, Ofsted noted: an improvement in primary schools, but with weaker secondaries, teacher shortages affecting many schools, a need for better leadership in underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison education.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

The moral and equitable case for providing special ed vouchers is strong: some special ed students get a raw deal from the traditional public schools, which often are unable to provide the needed services or specialized teachers that a disabled student needs.

The Deans recognise that there is a need for strong partnerships to develop highly capable teachers and continued excellence in the teaching of future generations.

This is often required because the brainstorm stage leads to too many options and pathways and because there needs to be a stronger focus on what is achievable for both the teacher and the learners.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

Schools need an effective people management plan in place that recognises the importance of all staff and offers a strong development and support plan for teachers, either embedded within their school development plan or as a complimentary staffing plan.

Armed with a Ph.D. in physics and a strong sense of what he feels is right, the Teacher Ed alum has become a fierce advocate for the high - needs students in his New Jersey high school.

Strong personal literacy and numeracy skills form an essential part of the personal attributes and skills needed for teachers to be effective in the classroom, and to foster the development of these skills in students.

Most importantly, then, test results provide parents and teachers with vital information about student learning, and accountability policies challenge districts and schools to meet individual student needs with effective teachers, strong curricula, choices for families and students, and break - the - mold interventions for failing schools.

But as the experience at ReNEW underscores, even the most malleable, well - designed, and interactive online course can fail to compensate for the presence of a strong teacher who knows which students need an extra lesson or might need to repeat a unit in order to master the material.

Schools need strong leadership for setting appropriate goals and fostering meaningful professional development for teachers.

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

Today there is strong evidence that teacher residency programs are having an impact on student achievement and teacher retention, improving outcomes for high - need children.

Communicate a strong belief in the capacity of teachers and principals to improve the quality of teaching and learning, and in the district «s capacity to develop the organizational conditions needed for that to happen (high collective efficacy).

This scholarship is designed for graduate students with strong mathematics backgrounds who are interested in working in high - needs districts as secondary teachers.

CCSSO believes that stronger connections across teacher and leader initiatives and instructional work with CCR standards will have increased impact and benefits for talent management systems, allow for more targeted professional development to support improved instruction for both teacher and leaders, and increase capacity for teachers and leaders to meet the needs of each student and improve learning.

iCoach is a proven system for increasing leadership skills, improving instructional practices, advancing student success and building stronger schools while meeting your teacher evaluation instrument needs.

Former Teachers College president Arthur Levine and longtime teaching guru Martin Haberman have long ago shown that ed schools do an abysmal job of recruiting aspiring teachers who have strong subject - matter competency, the strong entrepreneurial and self - starting drive to work in classrooms and the empathy and care for children needed to be successful in the clTeachers College president Arthur Levine and longtime teaching guru Martin Haberman have long ago shown that ed schools do an abysmal job of recruiting aspiring teachers who have strong subject - matter competency, the strong entrepreneurial and self - starting drive to work in classrooms and the empathy and care for children needed to be successful in the clteachers who have strong subject - matter competency, the strong entrepreneurial and self - starting drive to work in classrooms and the empathy and care for children needed to be successful in the classroom.

Michelle's background in writing process programs and her strong beliefs in autonomy and the need for teachers to engage in the inquiry process strongly affected the nature of this program.

One suggested strategy for securing teacher buy - in was to allow teacher input in determining the work of the PLC, creating a stronger feeling of ownership of the PLC among participants, and helping ensure that the work of the PLC has a clear alignment to teachers» needs.

A school can not be successful if it has strong teachers and leadership but lacks family and community involvement or commitment to ensuring the needs of all students are met, for instance.

Prior to serving as the founding principal, Ricardo realized a strong need for passionate and empathetic educators while he was a middle school science teacher, instructional coach, and assistant principal in the Los Angeles Unified School District.

These findings articulate a strong need for more teachers of color, especially as the public school population grows more diverse.

No matter what your experience level or reason for needing a lesson plan, when the time comes for you to create one, make sure it includes the eight essential components of a strong, effective lesson plan and you'll be on your way to achieving every teacher's goal: measurable student learning.

Our new 6 +1 Trait Writing institute addresses one of the greatest challenges teachers face today: how to scaffold instruction for diverse learners — including English language learners, students with special needs and gifted and talented students — so that all students in your classroom become stronger, more confident writers.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poStrong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school postrong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

For this effort to succeed, a stronger focus on hiring diverse teachers in schools and their retention is needed.

Former Washington DC schools superintendent Michelle Rhee credits LAUSD and UTLA for making progress with their tentative teacher evaluation deal but describes it as» falling short in many ways» and cites it as an example of the need for a «strong statewide policy governing teachers» performance evaluations.»

These are important conversations we need to start having now so that — as we did with teacher evaluations — we can build a strong, student — focused accountability system for districts that is informed by input from many stakeholders.

We need to STAND STRONG for our teachers.

If coaches approach teachers collaboratively and with set relationship parameters, present technological changes as support for existing lessons, and use their position and skills to advocate for teachers» needs, they can establish themselves as a strong resource for educational innovation.

The grant is aimed at helping teachers create strong school improvement plans and prevent the need for any additional «parent trigger» actions...

We still need NCLB (ESEA), probably in a less punitive form, to ensure educational equality as well as strong federal funding for teacher preparation.

Let's be clear: The need for rigorous, college - preparatory curricula with strong content is as critical an element in reforming American public education as advancing standards and accountability, overhauling teacher quality, expanding school choice, bolstering Parent Power, improving school leadership and building robust data systems.

Responding to common critiques of teacher education, Dr. Marilyn Cochran - Smith emphasizes the importance of recruiting the best teacher candidates, especially for placement in the highest - needs schools, and of placing pre-service teachers in classrooms with strong mentors.

GAINESVILLE, Fla. — Stronger licensure standards for teachers and principals, identification of skills educators need from their first day in the classroom, and more rigorous preparation programs for teachers and school leaders are among the steps state education chiefs can -LSB-...]

Teachers reported the need for online teachers to have strong skills in communicating through interactive technologies and a belief that online teachers should have organizational skills to assure that students, their engagement, their work, their progress, and their experiences are consistently monitored with corrective or reinforcing feedback when required (Archambault & LarsonTeachers reported the need for online teachers to have strong skills in communicating through interactive technologies and a belief that online teachers should have organizational skills to assure that students, their engagement, their work, their progress, and their experiences are consistently monitored with corrective or reinforcing feedback when required (Archambault & Larsonteachers to have strong skills in communicating through interactive technologies and a belief that online teachers should have organizational skills to assure that students, their engagement, their work, their progress, and their experiences are consistently monitored with corrective or reinforcing feedback when required (Archambault & Larsonteachers should have organizational skills to assure that students, their engagement, their work, their progress, and their experiences are consistently monitored with corrective or reinforcing feedback when required (Archambault & Larson, 2015).

High - quality teacher preparation programs, including residencies that prepare teachers in high - need fields to teach in high - need schools with strong training and mentoring support in exchange for a service commitment.