Sentences with phrase «strong teacher preparation programs»

A recent study by the Washington, D.C. - based National Council on Teacher Quality (NCTQ) found the length of time spent in the classroom and the quality of mentoring are key elements in strong teacher preparation programs.

Applicants can use data on student satisfaction, job placement, and teacher effectiveness to select and apply to the strongest teacher preparation programs.

Not exact matches

I cautioned readers not to draw strong conclusions, however, because the number of teacher preparation programs for which I have the necessary information is very limited.

And so it goes with their future investment plans: networks to help schools identify and implement evidence - based practices; collaboratives to help improve teacher preparation programs; stronger curricula aligned to college - and - career ready standards; support for «pathways» to postsecondary success, including high - quality CTE; research on personalized learning.

All of that begins in teacher preparation programs which must include a focus on content, an understanding of cultural diversity and a strong clinical experience where prospective teachers can watch experienced teachers in action and practice under their supervision - kind of like a medical residency.

It advocates for strong standards, aligned curriculum frameworks, improved teacher preparation and certification systems, increased school - level autonomy, diverse school options, and more early - childhood programs.

A final example: Standards 1 and 6 address whether teacher prep programs select «teacher candidates of strong academic caliber» and whether «teacher candidates have the broad content preparation necessary to successfully teach to the Common Core State Standards.»

Teacher preparation programs alone can't adequately attract a pool of strong new teachers to the field.

The Commission will examine factors contributing to teacher recruitment and performance including: incentives to hire and retain high - quality teachers; improvements in the teacher evaluation system to ensure New York is implementing one of the strongest evaluation systems in the country; the use of teacher evaluations for decisions regarding promotion, hiring and termination as required in the teacher evaluation law; and teacher preparation, certification and education programs to ensure that teachers are properly trained to best educate our students.

We are focused on making things better — via stronger standards (Common Core), greater parental choice (vouchers, charters, and more), more effective teachers (upgrading preparation programs, devising new evaluation regimens) and lots else.

Principal preparation programs with paid internships attract more underrepresented minorities and strong teachers who might not otherwise be able to afford time away from employment.

This approach puts college counselors in low - income high schools ~ expands full - day voluntary prekindergarten ~ and works in conjunction with the strongest teacher - preparation programs to put the highest quality teachers in low - income classrooms.

Strong programs that have the most effect, they found, are Native language and culture immersion programs that enhance student motivation, ethnic pride, and self - esteem; provide varied opportunities for parent and elder involvement; and provide investment in teacher professional development and «community intellectual resources,» as evidenced by «grow your own» approaches to Native teacher preparation.

Teacher Quality Teacher quality begins with a strong preparation program followed by a closely supervised internship.

Reauthorize the Higher Education Act and ensure that teacher preparation programs include a strong residency program and ongoing mentoring and support for new educators.

High - performing countries recruit strong teacher candidates, promote sound subject - matter preparation, offer induction programs that support new teachers during their first few years of teaching, and offer ongoing professional development.

According to a Stanford University study, teacher preparation has a strong relationship with teachers» effectiveness in the classroom compared to teachers who had not gone through a formal preparation program.

Teacher preparation programs can do some of these things both in terms of instilling pedagogical and content knowledge, but again, it takes actual classroom practice and strong mentoring to make a really great tTeacher preparation programs can do some of these things both in terms of instilling pedagogical and content knowledge, but again, it takes actual classroom practice and strong mentoring to make a really great teacherteacher.

While the field of teacher preparation has made significant advances in recent decades — creating stronger clinical partnerships, developing better performance assessments, making better use of newly available data sources, meeting more demanding state approval and national accreditation standards, and developing new models and patterns of preparation — not all of these advances have been universally adopted at the program level.3 To consolidate the gains and to overcome challenges to implementing universal high standards for admission and academic rigor in teacher preparation, states, school districts, and teacher preparation programs must work together to enact key policy changes.

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-...]

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.

Throughout the final decade of the Twentieth Century, educators involved with the preparation of new teachers have repeatedly recognized the need for a strong technology component for preservice programs and have experimented with a variety of learning models that integrated technology (e.g., Beichner, 1993; Carr, 1992; Falba, Strudler, Bean, Dixon, Markos, McKinney, & Zehm, 1999; Munday, Windham, & Stamper, 1991; Rodriguez, 1996; Smith, Houston, & Robin, 1994; Thompson, Schmidt, & Hadjiyianni, 1995; Willis, 1997).

Our teacher candidates are highly sought out by districts as our teacher preparation program has a strong reputation in the Denver Metro area and beyond.

For example, if we were to focus solely on preparation programs, it might give beginning teachers a stronger start.

Allowing field experience hours to be satisfied by substitute teaching up to two years prior to the candidate entering a preparation program does not expose teacher candidates to strong instructional strategies, or allow them to learn from best practices which requires guidance by an experienced educator / mentor.

We found that financial assistance also allows programs to recruit more selectively - to target candidates from under - represented populations and to recruit strong teachers who might not otherwise be able to take time away from paid employment to participate in a preparation program.

TQP funds teacher preparation programs at the undergraduate or «fifth - year» level, or teaching residency programs for individuals new to teaching with strong academic and professional backgrounds.

Massachusetts does not ensure that teacher preparation programs admit only candidates with strong academic backgrounds.

All aspiring teachers should be able to enroll in strong preparation that will prepare them for success in the classroom — and that means having the support necessary to participate in high - quality clinical practice and reflective learning in great teacher preparation programs.

The state should require teacher preparation programs to admit only candidates with strong academic records.

Content courses that include, highlight, and discuss technology fit with the characteristics of mathematics teacher preparation programs that strive to develop a strong TPACK foundation within their teacher candidates.

The Memphis Teacher Residency, or MTR, which provides free tuition, free housing, and a stipend during its residency year in exchange for a three - year commitment to teach in a local low - income school, has some of the strongest student achievement data of any residency program or teacher preparation program in theTeacher Residency, or MTR, which provides free tuition, free housing, and a stipend during its residency year in exchange for a three - year commitment to teach in a local low - income school, has some of the strongest student achievement data of any residency program or teacher preparation program in theteacher preparation program in the state.

Comprehensive induction programs have strong implications for middle level schools — grade 5 to grade 9 — where teachers often lack the specific preparation and experience for their role as a teacher of young adolescents (Jackson & Davis, 2000).