Sentences with phrase «teacher at equity»

Earn a $ 125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 minutes for its revolutionary...

Earn a $ 125,000 salary and join a team of master teachers at The Equity Project (TEP) Charter School, featured in the New York Times, The Wall Street Journal and on 60 minutes for its revolutionary teacher salaries and its outstanding results.

Not exact matches

Before joining Alignvest, Mr. Mousseau was a Portfolio Manager in the Long Term Equities group at the Ontario Teachers» Pension Plan.

But differences in California and New York's courts may complicate any potential legal action, said Michael Rebell, a law professor and executive director of the Campaign for Fiscal Equity at Columbia's Teachers College.

State legislators addressed members at the convention center just before the educators fanned out to lobby their local elected officials to call for an increase in school funding, more Teacher Centers, an end to the charter equity gap and further expansion of the Community Learning Schools initiative.

THAT at the upcoming conventions of the National Educational Association and the American Federation of Teachers, NYSUT sponsor and support resolutions encouraging teacher unions, public employee unions, private sector unions and not - for - profit organizations to call upon their pension and retirement funds to not invest in private equity funds that are complicit in and profit from the denial of the rights to organize into a union and bargain collectively.

Other new members include Elizabeth Zechella, an editor at the Metropolitan Museum of Art; David Warren, a staff analyst for the Fire Department; Katherine Consuelo - Johnson, an active parent at P.S. 51 on the Upper East Side; attorney Frank Holozubiec; retired teacher Charles Bayor; retiree Aldona McCarthy; Democratic club activist Khemray Singh; and equity trader Delores Rubin.

In examining the federal government's call for equity in teacher placement, we looked at our own work transforming teacher education in five states.

That's the verdict rendered at a two - day conference this week put on by Teachers College, Columbia University, and by the Campaign for Educational Equity, a research and advocacy organization based at the college.

Michael Rebell is executive director of the Campaign for Educational Equity at Teachers College, Columbia University, and is the author of Courts and Kids: Pursuing Educational Equity through the State Courts (University of Chicago Press, forthcoming), in which he proposes a new functional separation of powers among the executive, legislative, and judicial branches to promote education reform and student achievement.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

I intend to continue pursuing my interests in educational equity and will have the opportunity to work with aspiring teachers at Ithaca College.

Arts education today is more than instruction: it is also a barometer of our willingness as a nation to provide equity through our public institutions.I applaud Rocco Landesman for bringing his important message directly to Secretary of Education Arne Duncan at their joint appearance at the Arts Education Partnership: «Arts exposure is fine, but unless students are prepared for the art, unless teachers are integrating the art into the student's overall learning for the year, it remains exposure, not education....

He will discuss how school leaders and teachers can design learning environments to harness innovation toward personalization, access and equity at scale to unleash student engagement and dramatically improve student achievement.

Amnesty Int» l Human Rights Education EdChange Education for Liberation Network Equity Alliance at ASU The Freire Project Gay Lesbian Straight Education Network Institute for Critical Animal Studies Institute for Humane Education International Assn. for Intercultural Education The Matrix Center National Assn. for Multicultural Education New York Collective of Radical Educators Radical Math Rethinking Schools Online SoJust: Document History of Social Justice Teachers for Social Justice (Chicago) Teachers 4 Social Justice (San Francisco) Teaching Economics as if People Mattered Teaching for Change Teaching Tolerance White Privilege Conference

As outraged as I am, I wish I could write that what happened at Great Hearts Monte Vista School is an isolated incident — ... Continue reading The First Step towards Achieving Educational Equity for Black Students Must Be Hiring More Black Teachers

At the same time, increased public and elite concern about the effect of underperforming schools on national equity and economic competitiveness has created new political incentives for policymakers to embrace innovative approaches to teacher quality and school reform generally.

Chiefs for Change (CFC), a coalition of over two dozen state and district education chiefs, serving 5.3 million students and 330,000 teachers, and dedicated to excellence and equity for all students, urge Congress to fund the Title II, Part A (Supporting Effective Instruction State Grants) at no less than $ 2.055 billion, the FY 2017 appropriation.

In the dissenting opinion, Justice Stephen Breyer cited the work of Michael Rebell, executive director of the Campaign for Educational Equity at Teachers College, Columbia University.

Michael Rebell is the executive director of the Campaign for Educational Equity at Teachers College, Columbia University.

Our new report, «Illinois» Teacher Pension Plans Deepen School Funding Inequities,» looks at the impact of pension spending in Illinois on school finance equity.

Two Federal Hocking (OH) Middle School teachers — Robin Hawk, an eighth - grade social studies teacher who led the team, and Tessa Molina, a seventh - grade math teacher — took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2 - 4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduteacher who led the team, and Tessa Molina, a seventh - grade math teacher — took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2 - 4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduteacher — took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2 - 4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduTeacher Leadership Summit December 2 - 4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduteacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher eduteacher education; and Lisa Harrison, associate professor of teacher eduteacher education.

Dr. Wisniewski is a former research and consulting director at McREL International, and frequently works with teachers and school and district leaders on multitiered systems of support, professional learning, literacy, culturally responsive instruction, and social emotional learning to enhance leadership, teaching, and student equity outcomes.

Tanya St. Julien currently serves as chief of staff at Leadership for Educational Equity (LEE), a national leadership development organization that works with teachers to become civic leaders in advocacy, community organizing, policy, and elected office to improve education for all kids.

An assistant professor in the Mary Lou Fulton Teachers College at Arizona State University, Dr. Jimenez - Castellanos has published extensively in the area of K - 12 education finance, policy and parent engagement and its impact on opportunity, equity and outcomes in low - income ethnically and linguistically diverse communities.

sj Miller, Ph.D., a transdisciplinary award winning teacher / writer / activist / scholar, is Deputy Director of The Center for Research on Equity in Teacher Education at the NYU Metro Center and Research Associate Faculty in NYU's Steinhardt School of Culture, Education, and Human Develteacher / writer / activist / scholar, is Deputy Director of The Center for Research on Equity in Teacher Education at the NYU Metro Center and Research Associate Faculty in NYU's Steinhardt School of Culture, Education, and Human DevelTeacher Education at the NYU Metro Center and Research Associate Faculty in NYU's Steinhardt School of Culture, Education, and Human Development.

«We have an equity problem, and if you want to look at lifting up and identifying barriers to learning, we have to personalize tools to help them [students and teachers] with social and emotional learning,» Berlinski said.

February 21, 2015 (St. Paul)- Educators 4 Excellence - Minnesota (E4E - Minnesota) released recommendations on diversifying Minnesota's teacher workforce at its first annual summit, «Voices for Equity and Teacher Diversity,» held today at the University of Minnesota's Continuing Education and Conference teacher workforce at its first annual summit, «Voices for Equity and Teacher Diversity,» held today at the University of Minnesota's Continuing Education and Conference Teacher Diversity,» held today at the University of Minnesota's Continuing Education and Conference Center.

As both a third - grade teacher and a member of the steering committee that assembled the state report, I believe that we started out with the right approach to this work by identifying potential elements of institutional racism, emphasizing the role that district and school leadership play in hiring and retaining teachers, and looking at the role teacher preparation and induction play in teacher equity.

«I want to thank everyone for joining us at this important event this evening and thank the parents, teachers, civic and government leaders that advocate for educational equity daily.»

PBIS and SEL can be integrated into a range of school practices and procedures, including new teacher onboarding processes focused on equity, collaborative professional learning, district policies aimed at reducing suspensions, and restorative practices.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. PageAt - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pageat the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

«In terms of equity — when you look at what is happening in our urban districts, we're getting an extremely narrow curriculum because of the pressure on teachers to focus on tested subjects.»

While at South Cobb, Jamie became passionate about student engagement, equity issues, school climate and teacher professionalism.

In introducing stakeholders to the topic at the July 2016 meeting, TEA identified as a key guiding principal that local development and implementation of local educator equity plans is a valuable process that integrates with local district's existing initiatives, procedures and programs (such as teacher recruitment, development and retention initiatives).

Wendy Lecker is a former president of the Stamford Parent Teacher Council and was staff attorney at the Campaign for Fiscal Equity, plaintiffs in a school funding lawsuit in New York.

She is the recipient of the NCSM award for equity, the author of the first MOOC on mathematics learning for teachers and parents, a White House presenter and an advisor to the PISA team at the OECD.

-- Duncan hosts a discussion on teacher equity with educators at 2:15 p.m. Eastern today at the Education Department.

At Teachers United, we develop great educators to become leaders for excellence in the profession and equity for students.

Due to the requirement under the federal No Child Left Behind Act that each state's Title I plan must describe «the specific steps that the state education agency will take to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out - of - field teachers and the measures that the state education agency will use to evaluate and publicly report the progress,» TEA formed a stakeholder group, upon which TCTA served, to develop its State Educator Equity Plan.

While the United States has been fiddling with the implementation of poorly designed accountability systems constructed in anger at our teachers, a large and swiftly growing number of other countries have succeeded in redesigning their education systems to greatly improve student achievement, provide much more equity for vulnerable students and do all this at much lower cost.

Dr. Christopher Emdin is an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University, where he also serves as Director of Science Education at the Center for Health Equity and Urban Science Education.

Michael will discuss how school leaders and teachers can design learning environments to harness innovation toward personalization, access, and equity at scale to unleash student engagement and dramatically improve student achievement.

Rose Owens - West, director of the Region XI Equity Assistance Center at WestEd, presented in a SchoolsMovingUp webinar entitled Comprehensive, Equitable Induction of Beginning Science and Mathematics Teachers.

In Oklahoma, her equity center work has recently included teacher assistance for student engagement and achievement at a majority African American elementary school and technical assistance to a school district as it reviewed and redesigned its services district - wide for ELs.

In December 2015, Congress passed the Every Student Succeeds Act (ESSA), [1] which requires states and districts to determine whether low - income students and students of color in Title I schools are served at disproportionate rates by ineffective, out - of - field, or inexperienced teachers, and take steps to address any identified disproportionalities (i.e., gaps in equity).

On March 28th, 2016 the first - ever Educator Equity Lab was held at Jackson State University in Mississippi, where more than one hundred education stakeholders made commitments to ensuring equal access to excellent teachers for the state's students of color and students from low income backgrounds.

At IDRA, Dr. Grayson provides training and technical assistance to school districts, teachers and parents to improve student achievement particularly in the area of gender equity, race relations and English learners.

The Equity Project Charter School in New York City — known for compensating teachers with annual salaries of at least $ 125,000 — also prioritizes teacher observation and collaboration.

So, you know continuing on the theme here that Kate has started with regards to equity and the need to perhaps have greater content knowledge in order to close those gaps and help those students to get on the trajectory to college and career, I'm wondering if we can hear from other panelists about things that you're seeing that teachers want as a part of the personalized professional development that you all are offering in Maryland at the state and school level.