Not exact matches
In Washington, D.C., where I was chancellor, IMPACT
teacher evaluations are among the
strongest in the country and have helped that school district go from the worst
urban district in the country to the one making the biggest gains in student achievement.
All of these things allow for a sense of identification and belonging with others at
Urban Prep, fostering a
strong community among students and
teachers.
Teachers will gravitate to hard - to - staff
urban campuses if they have a
strong leader, Peltier - Glaze told an audience at the recent Association of School Curriculum Development (ASCD) conference.
This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and
urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation,
stronger bonding with school and
teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).
In Massachusetts,
strong authorizing policies and a healthy supply of
teacher talent have combined to produce a set of
urban charter schools with stellar track records.
Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor
urban communities where students succeeded despite the odds... these schools typically had
strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high
teacher expectations for students.»
Three
urban teaching academies that focus on building
strong partnerships with local schools and reducing
teacher - dropout rates were recognized last week by the National Commission on Teaching and America's Future.
A forthcoming study using data from
urban areas in two states sheds light on why English
teachers have these
strong effects even though their effects on current year test scores are not as
strong.
The 26 regions into which TFA places corps members include rural communities that struggle to lure enough
teachers and
urban neighborhoods that often lose their
strongest teachers to the surrounding suburbs.
In Washington, D.C., where I was chancellor, IMPACT
teacher evaluations are among the
strongest in the country and have helped that school district go from the worst
urban district in the country to the one making the biggest gains in student achievement.
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 po
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 po
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 policies
Denver Public Schools (DPS), a large
urban school district that serves approximately 90,000 students, has made a
strong commitment to recruiting and retaining great leaders and
teachers.
More than 30 state and
urban school leaders have offered
strong statements of support for the Council of Chief State School Officers and the Council of the Great City Schools Commitments on High - Quality Assessments, a series of established principles to guide state leaders and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents and
teachers.
«Only in Chicago do you have a
teacher's union local
strong enough, and independent enough of the national union, to do something like this,» said Mark Naison, who directs the
urban studies program at Fordham University.
There are also
urban districts that have not done that: that have, like San Francisco, put more money into the schools serving high - need kids with a weighted student formula; that have really worked to have a better,
stronger hiring process; that have put in place induction [mentoring], and
stronger feedback, and
teacher evaluation systems.
Perhaps the
strongest model in the United States of a collaborative
urban school system, Cincinnati has a long history dating back to the mid-1980s of experimenting with team - based instructional approaches, using innovative compensation systems to reward excellence, and providing career ladders to enable the most effective
teachers to coach their colleagues.
In addition, Weiner noted that in his experience, the
urban public schools he has worked with through the program have had passionate
teachers and administrators with a
strong sense of purpose.
In 2009,
teachers at the
Urban Assembly Academy of Arts and Letters — a public school serving grades 6 — 8 in Brooklyn, New York, began the fact that the gap between children with
strong literacy skills and those with weak skills widens year by year as curriculum becomes more demanding.
According to the Shanker Institute report, attrition is «the most significant impediment to increasing the diversity of the
teacher workforce,» with minority
teachers»
strongest complaints related not to being concentrated in
urban schools serving high poverty, high - need communities, but because of «a lack of collective voice in educational decisions and a lack of professional autonomy in the classroom.»
This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and
urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation,
stronger bonding with school and
teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).