Sentences with phrase «taught in a high needs area»

Then when I graduated I taught for a year and actually had part of the loans forgiven because I taught in a high needs area.

Not exact matches

Students who plan to become teachers in a high - need field in a low - income area may qualify for a TEACH grant.

Although emergency certification has a lousy reputation and may be eliminated in the next few years, for now it may be the most direct route into teaching if you plan to work in a high - need area.

The department also wants to replace the TEACH grants, a program that provides loans to undergraduates studying to become teachers in high - need areas, including science and math, with a program called Presidential Teaching Fellows.

My experience teaching on the Tohono O'odham Native American Reservation, in low - income high schools and in a juvenile detention center often pulled me to areas of most need.

Federal Perkins Loans and Federal Direct Loan borrowers may qualify for various types of loan forgiveness and / or cancelation programs for working in high need teaching areas and public service jobs.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really DifferNeed Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really DifferNeed Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differneed, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

McCurry said his organization hopes to put all the new city schools in «high - need areas» and to teach students from kindergarten through 12th grade.

What to watch: The PDE will use Title II, Part A funds to continue supporting current initiatives, such as two promising grant programs: One promotes partnerships between LEAs and EPPs to improve their teachers» ability to serve low - income and minority students and a second dedicates funding for high - quality clinical experiences, particularly for educators teaching in high - need areas.

Equally important, many people who wanted to become teachers in high - need subject areas but who could not survive in a sink - or - swim world would have lost their opportunity to teach.

It follows similar warnings over the state of teacher recruitment and retention from the National Audit Office and the Public Accounts Committee, as well as the closure of the National Teaching Service in December 2016 — designed to place middle and senior leaders in areas of high need — after too few teachers signed up to a pilot.

Currently, Title II of ESSA supports teacher residency programs that prepare teachers in shortage subject areas or to teach in high - needs schools; high - quality induction programs; job - embedded professional development focused on continuous improvement of teachers» skills; and career ladders for accomplished teachers.

When British inspectors, who report directly to Parliament and provide their findings «without fear or favor,» identify a school needing improvement, they generate a letter to school administrators detailing strengths and weaknesses in key areas like leadership and classroom teaching, along with a list of high - priority recommendations for resolving problems.

Several states subsidize the cost of teacher preparation, in return for a commitment to teach in high - needs schools or subject areas.

Reach to Teach is designed to attract middle and high school students of color to the teaching profession and in particular, to the high need areas of teacher training in math, science, and special education.

These initiatives complemented existing investments in both a state service scholarship program that pays for the third and fourth year of undergraduate study for teacher candidates who commit to teach in the state for five years in a high - need subject area, and a «Grow Your Own» program to support paraprofessionals in remote rural areas (especially Indian Reservations) to become teachers.

The interventions should aim to improve science teacher retention in the teaching profession, and also in schools of highest need, for example in schools in more disadvantaged areas.

BTR graduates tend to teach in BPS for longer periods of time, and they teach in high - need areas such as math, science, special education, and tend to be teachers of English language learners.

Universities and colleges that push their teachers to teach in high income, low need areas will show their «worth» by having graduates that have students that produce consistently high test scores.

We've heard great ideas about how to change this from educators across the city: pay raises for mentor teachers and teachers who assume administrative responsibilities while still in the classroom, incentives to teach in high - needs areas and low - performing schools and salary steps based on fair evaluations.

Aggressively recruit high - need teachers and provide incentives for teaching in shortage areas.

Having taught for 12 years in high - need urban areas, I have been a first - hand witness to the effects of teacher quality.

Funding is applied toward the cost of tuition for the completion of a bachelor's degree and or a teaching credential in the high needs areas of Special Education, Math or Science.

Transition to Teaching Partner School Districts, Colleges and Universities * Austin ISD Houston ISD Fort Worth ISD Greenville ISD Mt. Pleasant ISD Northside ISD San Antonio ISD South San Antonio ISD Southside ISD Southwest ISD Brownsville ISD La Joya ISD Los Fresnos CISD San Benito CISD Point Isabel ISD Dallas ISD Donna ISD Eagle Pass ISD Ector County ISD Edgewood ISD Edinburg ISD Fort Worth ISD George Gervin Academy Harlandale ISD Higgs Carter King Charter School Houston ISD IDEA Public Schools La Joya ISD Lamesa ISD Lubbock ISD Lytle ISD McAllen ISD Mission ISD Our Lady of the Lake University Pasadena ISD Pearsall ISD Pecos - Barstow - Toyah ISD Pharr - San Juan - Alamo ISD Plainview ISD Poteet ISD Presidio ISD Rio Grande CCISD South Texas College St. Thomas University Tarleton State University Texas A&M University at San Antonio Texas State University Texas State University Texas Woman's University University of North Texas and additional high - need school districts in the San Antonio and Laredo area

I plan to spend my career teaching in urban, high - need schools because I believe that inspired and inspiring teachers have the potential to reach high - risk students in high - need areas.

There have been and are many successful teachers who are part of IDRA's Transition to Teaching programs working today in Texas high - need schools and working in high - need areas.

The state has created only five alternative certification routes other than the traditional method of certification at an undergraduate university or college: Alternative One requires a program of professional preparation in education along with a chairperson recommendation, Alternative Two is open for certified teachers from other states, Alternative Three requires a written exam and oral review, Alternative Four requires superintendent recruitment for teaching in high - need areas, and Alternative Five is an on - the - job training option that nevertheless requires a Bachelor's degree.

The program aims to help relieve teacher shortages in high - needs subject areas such as math, science, and special education, as well as help military personnel make successful transitions to second careers in teaching.

Nevada residents are eligible for the Applegate / Jackson / Parks Future Teacher Scholarship as well as the TEACH Grant, a grant that gives financial aid to students in return for an agreement to teach in a high - need field in a low - income TEACH Grant, a grant that gives financial aid to students in return for an agreement to teach in a high - need field in a low - income teach in a high - need field in a low - income area.

This program will not only help relieve teacher shortages in high - needs subject areas such as math, science, and special education, but help military personnel make successful transitions to second careers in teaching.

: Ohio provides differential pay support for teachers teaching in high - needs schools and in shortage subject areas.

Delaware also has the Delaware Transition to Teaching Partnership (DT3P) for career changers or college graduates with non-education majors who are willing to teach in a high - needs area while working on their certification.

And Teach for America is one way of getting people into classrooms in the high need areas and many, you know some of them stay in teaching.

Research shows that career pathways can improve teacher evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schools.15

«As you know, this was a high priority for both Gov. Dayton and the Legislature as a strategy to attract highly qualified mid-career professionals to address shortages in high need areas, help close achievement gaps and diversify our teaching corps,» state Education Commissioner Brenda Cassellius wrote to the board at the time.

: Alabama provides differential pay for teachers teaching in high needs schools and for teachers teaching in shortage subject areas

Nationally, 45 percent of residency graduates in 2015 — 2016 taught in a high - need subject area, including mathematics, science, technology fields, bilingual education, and special education.19

: Hawaii provides differential pay for teachers teaching in high - needs schools and for teachers teaching in shortage subject areas

Underwriting the cost of teacher preparation through service scholarships and loan forgiveness in exchange for a commitment to teach in high - need schools or subject areas, typically for at least 4 years.

Funding teacher residencies — partnerships between districts and universities that subsidize and improve teachers» training to teach in high - need schools and in high - demand subject areas.

The traditional system, whereby teachers are paid based solely on their years of experience and level of education, has caused many critics to claim that it does not promote good teaching, or is not as fair as other systems that pay based on performance, ability in certain skills, or willingness to teach in areas of high need.

: Missouri provides no additional compensation for teachers teaching in high - needs schools or teachers teaching in shortage subject areas.

Louisiana provides differential pay for teachers teaching in high - needs schools and teachers teaching in shortage subject areas

The Teacher Education Assistance for College and Higher Education Grant is for students who will teach in a high - need subject and low - income areas of the country.

Teachers could also be offered perks and higher salaries to teach in areas with greater need.

Teacher certification is preferred, but in high - needs areas prospective substitute teachers can apply for an emergency 30 - day substitute teaching permit.

The Teaching and Leadership Innovation Fund, is a 3 - year investment worth # 75 million, which will support high - quality professional development for teachers and school leaders in the areas and schools in England that need it most.

According to a 2014 report of graduates of NCTR programs, 87 percent of teachers were still teaching after three years.82 A study done from 2011 to 2012 found that new teachers stayed in the classroom after three years at the same rate as NCTR teachers, 83 but teachers in NCTR programs work in schools that are difficult to staff in high - needs areas, where teacher retention is especially problematic.

Each of these organizations recruits their own countries» most promising future leaders to channel their energy towards teaching in high - need areas, invests in their success and development, and fosters their ongoing leadership as a force for change in education.

Demonstrated mastery in area of study and ability to teach within and across academic disciplines... We have designed a high school that responds to the pressing social, emotional, and learning needs...