Sentences with phrase «stronger national standards»

He sees this as a first step toward developing stronger national standards that would be comparable to those of our overseas competitors and better than all previously existing state standards.

Although areas such as menu variety and food waste still have room to improve, these studies demonstrate that kids are accepting and benefiting from school lunches that meet today's strong national standards.

«We've been supportive of a strong national standard, rather than having to comply with the burden of a patchwork of standards state by state,» he said.

Not exact matches

For instance, James Comey, who heads the Federal Bureau of Investigation (and who is often painted as an encryption bogeyman), told the Senate last year that «it is important for our global economy and our national security to have strong encryption standards.»

Specifically, it was to promote international financial stability by coordinating national financial authorities and international standard - setting bodies as they have worked toward developing strong regulatory, supervisory and other financial sector policies.

The OLPP or «animal welfare» rule would allow the National Organic Program to consistently enforce stronger animal welfare standards on... Continued

As reported by the Evening Standard this week, Paul Doswell has declared that his hopes of guiding the National League team to one of the biggest ever upsets in the tournament's long history will be almost zero if Arsene Wenger decides to name his strongest Arsenal XI on Monday evening.

WASHINGTON — The vast majority of parents of school - age children support strong national nutrition standards for all foods and beverages sold to students during school, according to a poll released today by The Pew Charitable Trusts, the Robert Wood Johnson Foundation (RWJF), and the American Heart Association (AHA).

The IYC condemns this institutionalisation of double standard in national affairs by the Buhari administration in the strongest terms.»

It might be, if we had that more engaged discussion of the trade - off, that health would turn out to be the area where there is the strongest public sense that local variation should be rather limited, against national guaranteed minimum standards, and probably in areas like the approach taken to public health and preventive services.

Our commitment to national standards and structures in health remains strong.

«I have positioned myself so well and I strong believe that I'm in a good position to bring development to my people, I am not coming in as National Nasara Coordinator to be at the receiving end, I will contribute whatever the National Executive is supposed to contribute, I won't be at the receiving end and with that I strongly believe that will improve the standard of the Nasara wing and it will be respected as such....».

With a strong emphasis on spelling and grammar, timetables and long division, the new National Curriculum has been heralded as a return to high standards and rigour as we strive to catch up with the world's best performing nations in terms of educational performance.

Proponents of national standards conventionally point to Massachusetts: strong standards and top results.

Maranto and McShane emphasize the strong push in Race to the Top in the direction of national standards.

Its 40 or so recommendations focused on five areas: stronger content; higher standards and expectations; more time for learning, more effectively used; better prepared, rewarded, and respected teachers; and responsible national, state, and local leadership.

Enter project - based learning, designed to put students into a students - as - workers setting in which they learn collaboration, critical - thinking, and written - and oral - communication skills along with the values of a strong work ethic, all while meeting state or national content standards.

First, Jay argues that «many credible people have raised strong concerns about the rigor and soundness of the proposed national standards,» even though we at Fordham gave them «passing grades.»

In arguing for focusing on standards, proponents of national standards conventionally point to Massachusetts: strong standards and top results.

In 2008 it will be difficult for a Republican to make the case that electoral necessity requires a strong education agenda, much less national standards.

The national curriculum places a strong emphasis on the importance of reading, stating that the overarching aim of English «is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.»

To contribute to the advancement of volunteerism to meet world - class standards by creating positive change, conducive platforms for volunteerism, strengthening and promoting volunteerism as the strongest backbone for meaningful community, national, continental and international development.

Through this comprehensive guide, educators not only will become well - versed in these national standards, but also will be able to provide stronger guidance to parents and community members.

Considering these differing perspectives on the purpose of education provides insight into why opposition to Common Core has been strongest among parents and why national organizations and governors — responding to federal incentives to stick with the national standards and tests — have been slower to reverse course or even reconsider.

But perhaps the strongest objection to national standards that we have repeated at JPGB (here, here, and here) is that even if the current set of proposed national standards is an improvement for some states (and less good than others), there is strong reason to fear that people opposed to sensible, rigorous standards will gain control over the newly created national standards infrastructure and be in a position to impose their nonsense on everyone.

The Fordham Institute, a strong supporter of national standards and of Common Core, conducted a review of the NGSS and found that it «fails to ensure that that all students will be equipped with sufficient content to make real the option of taking more advanced courses in the core STEM disciplines.»

Supporters of digital learning, many of whom were among the strongest supporters of national standards, have organized in opposition to the imposition of a single test on the nation's schools.

We've also pointed out numerous times that many credible people have raised strong concerns about the rigor and soundness of the proposed national standards (here, here, here, and here).

In fact, similarities between the two parties are so strong that current Federal Education Minister Simon Birmingham is now spruiking national teaching standards and curriculum as core bones of Liberal policy: two reform areas developed under federal Labor.

Dr. Joyce Epstein, who heads the National Network of Partnership Schools at Johns Hopkins University, created the gold standard for parent involvement programs — a comprehensive set of practices that encourage good parenting, strong home - school communication, volunteer opportunities, support for learning at home, a parent voice in school decision making, and community collaboration.

In the United States, the drumbeat for national education standards has grown perceptibly stronger in recent years, with leadership coming from state governors.

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

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

National merit awards are given to magnet schools that demonstrate a commitment to high academic standards, curriculum innovation, successful desegregation and diversity efforts, and strong parent and community involvement.

National merit awards are given to magnet schools that demonstrate a commitment to high academic standards, curriculum innovation, diversity, and strong parent and community involvement.

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.

By the end of the program, a Trellis teacher will have mentorship experience, a Master of Arts in Education or a Master of Science in a STEM field, and National Board Certification in a STEM field.37 Along the way, the program also emphasizes extensive clinical practice to complement learning experiences, rigorous standards to select and prepare a strong field of STEM teachers, and the use of educational technologies to monitor and augment performance and development.38

In Transforming Teaching, the National Education Association called for a career continuum based on national professional teaching standards that guide preparation and teacher performance assessments completed before licensure.8 In Raising the Bar, the American Federation of Teachers called for a «bar exam» for teaching that offers a nationally available performance assessment for licensure, along with evidence of competence in the subject area and strong clinical trNational Education Association called for a career continuum based on national professional teaching standards that guide preparation and teacher performance assessments completed before licensure.8 In Raising the Bar, the American Federation of Teachers called for a «bar exam» for teaching that offers a nationally available performance assessment for licensure, along with evidence of competence in the subject area and strong clinical trnational professional teaching standards that guide preparation and teacher performance assessments completed before licensure.8 In Raising the Bar, the American Federation of Teachers called for a «bar exam» for teaching that offers a nationally available performance assessment for licensure, along with evidence of competence in the subject area and strong clinical training.9

A review of the April 17 letters by Education Week, a national newspaper that focuses on K - 12 education, found «Wisconsin was strong in an area noted as a weakness for a number of other states — helping special populations, such as English Language Learners transitioning to the Common Core state standards.»

Strong resistance to adopting these national standards has developed in Minnesota, Virginia, Massachusetts, and California — joining Texas and Alaska who already declared their opposition.

The national policy landscape surrounding academic standards, assessments, accountability, and school improvement is in many respects more chaotic than ever as states transition away from strong federal systems and requirements under NCLB and once again take the lead role in defining and enforcing accountability measures for public schools.

In Long Beach, California, long considered a national model for strong teacher training, administrators decided that pushing teachers to study the standards too closely, too quickly, was a mistake.

The group's views line up almost precisely with President Obama's — in support of strong tenure reform, a careful expansion of good charter schools in struggling districts, and national standards linked to tests.

-- in support of strong tenure reform, a careful expansion of good charter schools in struggling districts, and national standards linked to tests.

«The pet community has provided strong support for Canine Care Certified, a voluntary national certification program, which conducts independent audits using science - based standards developed by the Center for Animal Welfare at Purdue University.»

To provide the federal policy certainty needed to accelerate the transition to clean energy, Third Way proposes the establishment of a national Clean Energy Standard (CES) that would require each state to use at least 25 % clean energy by 2025 and 50 % by 2050.23 This federal CES would be a floor, not a ceiling — it would not preempt states like California that have stronger mandates in place.

Establish forward - thinking policies that set strong state and national standards to increase renewable energy and energy efficiency

We have tried for the past three Congresses to enact a renewable portfolio standard at the national level, but those efforts have met strong resistance from utilities and from the current administration.

What we have now is a tremendous opportunity to pass strong national fuel economy standards.

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