Sentences with phrase «teach candidates how»

The shift in preparation now underway is to teach candidates how to teach, with an emphasis on the activities and performances that teachers carry out in classrooms with students.

The way changes were implemented at each campus differed according to local needs, but ultimately, all preparation programs had to find ways to teach their candidates how to align their instruction and assessment with specific content standards and to differentiate their teaching based on individual student needs.

Not exact matches

During the past forty years, voters have been taught by TV to make political judgments based on how they feel about a particular candidate, rather than how to evaluate a candidate's actual positions and actions.

The first thing Bull Cyclone taught any quarterback candidate wasn't how to throw a complete pass but how to throw an incomplete one.

Carl Paladino's visit to Boro Park should be mandatory teaching in graduate schools across New York of how to guarantee that your candidate loses...

Carl Paladino's visit to Boro Park should be mandatory teaching in graduate schools across New York of how to guarantee that your candidate loses the Orthodox Jewish vote.

Candidate Campaign Training, a «how to» on managing a campaign and being a candidate taught by an experienced profCandidate Campaign Training, a «how to» on managing a campaign and being a candidate taught by an experienced profcandidate taught by an experienced professional.

I will hit the streets with Marc to teach Manhattan voters how to write in a candidate, which isn't used often enough.»

UPDATE: Apparently this «kids teaching you how to run a campaign» idea was also used by an Iowa US Senate candidate who lost a GOP primary in June — a point the Senate Democrats employed to slam Murphy.

Controversial Businessman Alfred Agbesi Woyome is reported to have blurted out how Manaseh Azure Awuni a Journalist with Joy Fm and Editor in Chief of the New Crusading Guide Newspaper Abdul Malik Kweku Baako threatened him to support financially the campaign of Vice Presidential candidate of the New Patriotic Party, Dr Mahamadu Bawumia, failure to fulfill this will force both to «teach him a lesson» he «will never forget.»

Along with killing, candidates are taught how to use their bodies and minds to attract and then eliminate the enemy.

What originally surprised me was how much the school's and the students» opinions were in agreement - often they had both identified the same candidate to employ - which I think suggests that students often deserve more credit about teaching and learning than they are given.

How does that entry demonstrate a candidate's teaching ability?

By examining the fundamental requirements of each program — admissions standards, course requirements, coverage of essential content, preparation in the CCSS, how the student teaching program operates, instruction in classroom management and lesson planning, and how teacher candidates are judged ready for the classroom — the Review will capture the information that any consumer of these programs would want to see, including aspiring teachers and school districts looking to hire the best teachers.

I teach a required technology course designed for extending teacher candidates» technology skills, modeling classroom technology use, and providing a sense of how technology can be utilized to support effective student learning.

During student teaching, candidates put together a portfolio that illustrates their work with K - 12 learners, assessing their work and giving them feedback and showing how their planning addresses the needs of their class.

You will be much more credible and you will always be the first choice among candidates who are self - taught designers, no matter how skilled they are and how much experience they have.

«I need to know that not only has that candidate learned a great deal about how to teach but has common sense to go with it.

Teacher residencies, year - long programs that allow teaching candidates to work alongside experienced teachers while learning how to teach, have been praised as a teacher training model with great potential.

Then, Aldeman and Mitchel argue, teachers should receive their full teaching credentials from a district based on how well they do on the job: «States should strip the power to grant teacher licenses from preparation programs and give that responsibility to the districts where candidates teach.»

In many programs, candidates had little assistance in learning how to teach their subject.

Candidates welcomed the opportunity to participate in these fast - track programs, but criticized the programs» shortcomings — mismatched student teaching placements, lack of training in how to teach their subjects, and lack of preparation to work in low - income communities.

If UTLA's referendum on John Deasy meant little to the Superintendent himself, and wasn't persuasive to UTLA - endorsed mayoral candidate Eric Garcetti, it was, perhaps, a sign of just how little clout teacher groups like Teach Plus, Educators 4 Excellence and Teachers for a New Unionism have exhibited thus far within the union.

All of the state's teacher - preparation programs, whether traditional, university - based ones, or nontraditional programs like Teach For America, must train their candidates in how to use the data system.

They draw candidates like Arrington who bring valuable life experience, but there are concerns about how they will perform as teachers, especially since they are more likely to end up in poor districts teaching students in challenging situations.

Training is shifting from instructing candidates about teaching to teaching them how to teach.

Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different features than other higher education programs have.

How can schools make sure they continue to access enough quality teaching candidates to successfully fill their vacancies?

Her research addresses teacher policy, looking specifically at how teachers» preferences affect the distribution of teaching quality across schools, how pre-service coursework requirements affect the quality of teacher candidates, and how reforms affect teachers» career decisions.

A pilot virtual field experience enabled teacher candidates to observe how a high school science course was taught by an exemplary teacher using blended technologies.

University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching / learning experience — middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their family history.

The teacher candidates noted that they also benefited from seeing how such a learning environment could be structured so that student learners are allowed control over their learning (technological content knowledge), the use of acronyms to guide procedural knowledge development (technological pedagogical knowledge), and the level of technical skills required to teach with technology (technological knowledge)-- all of which increased their own teacher knowledge about teaching with technology (Figg & Burson, 2009).

In fact, 50 % of the teacher candidates mentioned how uneasy they were with no control of the teaching situation (see Appendix I, Exit Survey Results for Teacher Candidates, pdf candidates mentioned how uneasy they were with no control of the teaching situation (see Appendix I, Exit Survey Results for Teacher Candidates, pdf Candidates, pdf download).

Our aim at UOIT, with its technological focus across all programs, is to prepare teacher candidates to teach in a digital age, to become familiar with the out - of - school literacy practices of their students, and to consider how they might use these media for educational purposes in their own classrooms.

Completion of this online web course taught teacher candidates how to find, create and use WebGIS maps; pose educational questions that could be answered using a map; create relevant lessons using GIS classroom activities; guide students through the geographic method of answering questions using GIS; and create a simple WebGIS map presentation.

Head teachers» leader Mr Lightman says it raises questions about how to make sure that these young candidates were going to be suitable for teaching.

Teacher candidates preparing for edTPA must document their classroom work by submitting a portfolio that includes lesson plans for three to five connected days of instruction, student assignments, assessments, unedited video clips of their own teaching, and commentaries on student learning and how the candidate adjusted instruction to meet student needs.

Next, the interviewer asked how the candidate might approach teaching an algebra topic.

Before the advent of the Internet and of digital media, it was difficult to provide teacher candidates with access to field placements in a variety of classroom contexts in order to illustrate how strategies for teaching writing might apply differently.

Similarly, SWAP provides opportunities for teacher candidates to examine how principles of writing pedagogies are applied in different ways to complex, situated examples of writing teaching practices.

In addition, the case studies included work samples (teaching units) from each candidate and reflections in which the candidates discussed their teaching and how they made use of students» algebraic thinking and the resources of the project.

Interactional frame describes how teacher candidates who use the SWAP might come to understand the nature of social interactions associated with writing teaching — such as giving teacher feedback on student writing — and the roles, relationships, and responses available to them in those interactions.

How do we transform education colleges so that they are recruiting the best candidates and truly preparing them to teach, even in the most challenging circumstances?

These interview questions allow teacher candidates who use SWAP in different kinds of teacher preparation courses to hear from practicing professionals in diverse school contexts about various aspects of secondary writing teaching (e.g., how to respond sensitively to ELL writers, how to connect beliefs about writing to instructional practices, and how to use assessment to plan subsequent instruction).

Our candidates have deep knowledge of their content and how to teach teach it, they understand the needs of students and are able to plan and differentiate instruction to... more»

These three inquiry paths invite teacher candidates to explore issues associated with writing instruction that are often addressed in teacher preparation: in English teaching methods courses, the question of how to teach standardized content without producing formulaic results from students; in writing pedagogies courses, the pros and cons of machine scoring; and in linguistics courses, the challenge of providing feedback that is sensitive to students» linguistic backgrounds and abilities.

The report seeks to rank teacher prep programs and found about 16 deserved the distinction of being a «top tier» program «because they have solid admission standards, provide sufficient preparation in each candidate's intended subject area, and show them how best to teach that subject.»

As a searchable database of student writing (with and without teacher comments), teacher interviews, and related materials for teaching writing, the SWAP begins to address the problem of how to provide teacher candidates with opportunities to engage with actual examples of student writing and teacher interviews about writing instruction from a variety of classroom contexts.

Specifically, this report conveys what UVA / PLE researchers and field team members have learned from a project examining how districts prioritizing their lowest - performing schools attract and recruit high - potential candidates for principalships and teaching positions.

Eligibility and How to Apply Candidates interested in earning their teacher certification in elementary or secondary education must have a bachelor's degree that includes 30 credit hours in the teaching field or a master's degree with 12 graduate hours in the teaching field.