Sentences with phrase «subject teachers working with»

Not exact matches

No matter how remote the subject matter may seem from personal contacts, a teacher must know his or her pupils, a lecturer the audience, a demonstrator in a laboratory the people with whom work is being done.

As Director of Curriculum for District 65, Kellie Bae works with principals, assistant principals, district committees, teachers, and subject matter specialists in developing curriculum consistent with district philosophy and goals.

There's often confusion between «small d» direct instruction — shorthand for any teacher - driven, explicit instruction — and the various curriculum products associated with the work of Siegfried «Zig» Engelmann across subjects, but most famously in reading.

Teachers can draw interdisciplinary connections by making relationships between different subjects explicit, and / or by working with other teachers in teams across sTeachers can draw interdisciplinary connections by making relationships between different subjects explicit, and / or by working with other teachers in teams across steachers in teams across subjects.

Examples of putting the funds to good use include providing staff with professional development, mentoring, training and resources to help teach the subject more effectively, and hiring qualified sports coaches to work with teachers to enhance or extend opportunities.

Here, Professor Becky Parker, science teacher and director of the Institute for Research in Schools (IRIS) reflects on some of her past students and how working at the cutting edge of science research while in the classroom supports students» interests and engagement with the subject, fostering a continued love of the subject.

We've worked one - on - one with hundreds of students over the last decade, and while they always start from «my teacher hates me» or «I'm just bad at this subject,» a change in their own behaviors and beliefs consistently leads to a turnaround in grades.

The teachers of the subjects with high - stakes tests want as much time as possible to work with students on those skills while social studies teachers want the same respect for their content and the time to teach it well.

It's familiar stuff to those teachers — still far too few — who follow Willingham's work (along with lead author Paul Bruno, he helped produce the report and spoke at the event) but it's a refreshing statement aimed at preparation programs that too often fetishize theory, teachers» dispositions toward learners, or soft pedagogical skills at the expense of subject matter depth.

In addition to modeling lessons for teachers and working with small groups of students, the skills specialists also regularly analyze student scores on diagnostic, formative, and standardized tests across classrooms, subjects, and grades.

Districts are too often meeting their needs by hiring untrained educators with emergency licenses and by assigning teachers to work outside their subject areas, he said.

«I worked with teachers in one term and we looked just at numeracy — didn't want to see any of their other planning documents for other subject areas, didn't want to worry too much about their practices in those other areas.

In many school districts, fewer than one - quarter of teachers work in grades and subjects where student achievement gains are tracked with state assessments.

But, with dual - subject certification required for all applicants to facilitate the interdisciplinary model, prospective teachers weren't beating down the doors to work there.

For me, collaboration would mean a chance to work with master teachers in my school to devise innovative approaches to subjects like the Industrial Revolution or labor movements (I'm hardly the first to teach U.S. history!).

Rather than teaching all the students the same subjects, in the same way, at the same pace — like in today's schools — the teacher rotated around the room and worked individually with small groups of students.

For the past three school years, she has worked primarily as a literacy coach, meeting with teams of teachers across subject areas.

To date, our work using the distributed perspective has demonstrated the ways that leaders co-construct leadership activity, how leadership practice connects and fails to connect with instructional change, why teachers heed or ignore the guidance of school leaders, and how leadership is practiced differently in different school subjects (e.g. mathematics versus language arts).

The Independent has reported that «digitally savvy» businesses are being encouraged to work with school teachers in order to help close a persistent skills gap in STEM subjects.

So are schools where teachers have 120 or more students to get to know (with this 120 shuffled at the end of each semester); where serious learning is broken up into snippets of 50 - minute «subject matter periods» arranged in no intellectually coherent order; where assessment keeps knowledge tightly packaged in separate intellectual domains; where short - term memory work is rated as deserving the highest value at the expense of original, long - term analytic work; and where the intellectual engine of the curriculum comes at most students and teachers as a list of subjects and skills, usually far too long for the careful savoring and devoted practice that leads to deep understanding and worthy habits.

«Digitally savvy» businesses are being encouraged to work with school teachers to close the skills gap in STEM subjects.

When working with tertiary students training to be primary teachers the level of anxiety was increased when they had to complete timed tests as a hurdle requirement in their first year mathematics subject.

Fortunately for teachers, baseball is a great way to get students excited about learning, and as with any sport with tons of statistics, baseball is a wonderful subject to work into math lessons.

Proponents, insisting that tying teacher salaries to measurable standards will improve schools, have instituted a wide variety of incentive plans across the country: Some evaluate teachers based solely on standardized test scores, some on teacher skill development; some offer more pay to teachers working in at - risk schools or with at - risk children, or for teaching certain subjects.

Learning Managers, leading subject areas and year groupings, work collaboratively with Heads of Learning - who primarily coach and mentor teachers and, in turn, work closely with Executive Director of Teaching and Learning, Jon Andrews.

Through various projects focusing on professional development in the STEM subjects and digital skills, teachers are provided with support in delivering new elements of a future - facing curriculum, where their students will be working with new technologies and developments that were not even thought of just a decade or so ago.

Schools need to ensure a teacher in every class while working with a set number of teachers, each of whom is likely to be qualified to teach in at least two subject areas.

Now Tomberlin is working with teachers on several areas that could be included in the evaluation system: content pedagogy, participation in professional learning communities, student surveys, teacher work product, teacher observation, student learning objectives, and value - added measures to determine if students have achieved a year's work in their subject.

On average, ten to fifteen students work with core subject teachers.

These are volunteers who work with schools, teachers and young people to stimulate and inspire their interest in STEM subjects.

I work with a whole bunch of teachers who are trying to implement PBL at different grade levels and different subject areas and they work so hard to create these totally amazing, well crafted problems for their students to solve.

This new leading teacher role means she's now working with data across all subject areas, supporting staff in assessment practices and measuring student progress.

The challenge was to ensure rural schools had supplies, while making things easier for the teachers who are tasked with delivering multiple subjects and family education (lots of the students are living with grandparents because their parents are working in remote cities).

Each parent who has a child sitting in a classroom should know the credentials that got that teacher there — college degrees, honors and awards received, types of experiences (not necessarily years of experience but types — has the teacher worked with different grade levels before or taught other subjects?).

Instead, I hope that student's teacher would continue to work with him, helping him master not only content skills, but also finding a sense of enjoyment and relevance in the subject.

Master Teachers were subject content and pedagogical leaders who worked with other teachers in the same Teachers were subject content and pedagogical leaders who worked with other teachers in the same teachers in the same subject.

This work includes deepening teachers» content knowledge and assisting them in developing inquiry - based instruction that integrates math with other subjects.

We work with some of the best teacher training institutions to provide personalised, subject - specific support.

Back this idea up with time taken from the normal teacher's working day and money for cover then I suspect most teachers would be happy to improve their subject knowledge.

English teachers are the most likely to use collaborative online platforms with their students, and are more likely than teachers of other subjects to say digital tools increase the likelihood students will revise and edit their work.

This information, Feistritzer concluded, «makes a strong case for taking people with basic subject competency and getting them into classrooms and working with mentor teachers as quickly as possible.»

This collaboration has helped jump - start this work across the state and shed light on the many significant challenges associated with overhauling the hoary systems in place, such as measuring student achievement in «untested» grades and subjects, ensuring inter-rater agreement and accuracy of teacher practice observations, and ending the long - standing culture of «The Widget Effect.»

The subjects of study (either the teacher leaders themselves and / or the teachers with whom they work) are in - service teachers (i.e., not pre-service);

In London School the current principal and her predecessor both worked with a School - Based Management Team, grade - level teams, cross-grade subject teams, special program committees (gifted education, bilingual education, etc.), and specialist roles (counselor, literacy teacher, parent involvement coordinator, etc.).

Ideally English Language Arts teachers will work with other content teachers to create integrated assessments to include multiple subject areas.

Professional development includes the New Staff Academy, subject - specific roundtables, an Induction program for teachers to earn their credential, and annual conferences that bring experts and are open to all educators working with at - risk students.

Rather than worry about choosing someone who teaches the same grade level or subject, is located near the new teachers» classroom, or shares the same planning time, it is more critical that new teachers work with someone who is highly effective.

These schools provide various fields of study in the area of education, allowing aspiring teachers to prepare to work with the grade level and subject they are most interested in.

The Chartered College is working with teachers, headteachers, unions, subject associations and learned societies, schools, academy trusts and other education organisations to build a professional community of teachers.

CEL's subject matter content coaches will continue to work side - by - side with teachers and instructional coaches in specific subject matter disciplines.