Sentences with phrase «teacher group under»

Not exact matches

Under ordinances forbidding discrimination on the basis of sexual orientation, churches have been taken to court for refusing to hire a homosexual as church organist or as teacher in the church school, ministries to the poor have lost their funding when they refused to tolerate homosexual behavior within their programs, and a Jesuit university was required to give recognition and support to a gay rights group.

For the last five years, a group of gifted teachers of philosophy and law has been meeting regularly with friends on the federal bench under the auspices of our James Wilson Institute on Natural Rights and the American Founding.

The Sunday schools set about to do this for all age groups under the direction of voluntary teachers; thus they were, in reality, only a continuation of an earlier ideal.

Founded in 1989, Center Families programs include support groups for LGBT parents and prospective parents; trainings for teachers and school administrators; advocacy and activist efforts; support around alternative insemination and other biological parenthood options; forums on custody issues when LGBT parents separate; financial planning for alternative families; and recreational programs for children 8 and under (Halloween Parties, Holiday Parties, Play Days, etc.).

As the strike entered its 14th school day Friday the board came under pressure from at least one community group to begin using nonstriking teachers to conduct classes.

Earlier today, Silver made a very friendly appearance before members of the Alliance for Quality Education — a group partially funded by the teachers union that often comes under fire from the Cuomo administration.

Teachers unions have a renewed interest in the Chancellor's District, an initiative that placed a group of struggling schools under the supervision of central office, and are saying the Education Department should bring it back.

Sixth graders move in groups of 15 to 17 between face - to - face instruction with their teacher and online instruction in the computer lab, under the supervision of a learning coach and their MCL.

However, under group incentive schemes, individual teachers may not have sufficient motivation to improve their own performance if they know that their success in attaining a bonus depends heavily on the efforts made by other teachers.

With this in mind, we see the results of our study as representing the effect of group - based teacher merit pay for schools that are already under accountability pressure.

CAMBRIDGE, MA — A new analysis examines the growing array of groups spawned by the «teacher voice» movement, which promotes opportunities for teachers to have much greater involvement in shaping and improving their profession than they have had under the traditional union - dominated system.

The group of volunteer students, under the guidance of a teacher or other coach, could design a vision for their school campus, setting optimistic goals in the process.

But within a few years, the law came under bitter attack by teacher unions, local school officials, and small advocacy groups.

The only way to implement any of these reforms successfully, within budget and at scale, is to help excellent teachers increase their productivity: swap portions of excellent teachers» time with digital instruction so they can teach more classes with similar or even smaller group sizes; let them delegate nonessential tasks to other adults; use digital tools to save time on instructional monitoring and planning; put them in charge of other teachers; and let the willing have more students to nurture under their strong wings.

Endorsed by the U.S. Department of Education as early as 1913 under the label «teacher rotation,» it is a form of classroom organization in which a teacher spends two or three years with the same group of students.

Under my supervision and guidance, Jim agreed to let these young people be the first group of volunteer high school teachers to host a class via the Osher Lifelong Learning Institute.

Think Physics is a collaborative cradle to career project, which uses physics in a creative and holistic way to inspire children, young people, their parents and teachers to increase the uptake of physics and STEM related subjects at A-level in the North East, especially among girls and other under - represented groups.

What I'm going to share is a model that comes from a teacher, who presented to a group of pre-service teachers under my supervision.

(3) other advisory and individual or group counseling assistance to enable students to benefit from the curriculum, to help students develop and implement postsecondary education and career plans, to help students who exhibit any attendance, academic, behavioral or adjustment problems and to encourage parental involvement, provided that advisory assistance shall be provided by teachers or counselors, or by certified teaching assistants under the supervision of counselors or teachers, and that such individual or group counseling assistance shall be provided by certified or licensed school counselors or by certified or licensed school psychologists or certified or licensed school social workers in cooperation with school counselors; and

Kati Haycock, who leads the Washington - based advocacy group Education Trust, called the November change an «about - face» that let states «keep sweeping under the rug the gaps in teacher quality that contribute so heavily to longstanding achievement gaps.»

Formed in reaction to a provision that allowed teachers in training to be identified under federal law as «highly qualified» and concentrated in low - income, high need schools, this group has developed a new, comprehensive framework for teaching quality that will allow the nation to put a fully - prepared and effective educator in every classroom and school.

It's been a great success, with teachers taking on average under 30 minutes to reliably and holistically assess an entire year group's work.

In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families.6

A total of 24 new free schools are now preparing to open this September under the government's flagship policy of allowing parents, teachers and other groups to set up schools in England.

Seven states will overhaul their teacher - preparation and - licensing systems under a two - year pilot program created by Council of Chief State School Officers, the group announced today.

Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diTeachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school diteachers in high - poverty and rural school districts.

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

Under the terms of the new agreement, the result of a long negotiation between LAUSD, the Los Angeles Teachers Union (UTLA), the Administrators Association and a group of LAUSD schools that operate through the non-profit, Partnership for Los Angeles Schools, a host of new resources will be allocated to 37 affected schools.

The proposals are part of two policy papers that were developed by a small group of Los Angeles - area teachers under the guidance of Educators 4 Excellence, a foundation - funded group with a local branch.

Provides, under the supervision of assigned teacher, instruction to students in a variety of individual and group activities for the purpose of implementing goals for remediation of student deficiencies and ensuring student's success.

As a result, our policy group — under the umbrella of a group called Educators 4 Excellence — is recommending that teachers receive bonuses for their success in the classroom as part of a package of rewards we believe will honor educators» achievements and raise student performance.

Researchers in Schools is the second programme from The Brilliant Club, aimed at widen access to highly selective universities for under - represented groups by placing PhD holders as trainee teachers in schools, promoting subject expertise and research in the classroom, and championing higher education.

The challenge, which called upon educator teams across the country to create plans that detailed innovative uses for federal funding for professional learning and student outcomes under the Every Student Succeeds Act (ESSA), named the Hope Street Group State Teacher Fellow team of Trey Ferguson (NC), Cassie Reding (KY), Carly Baldwin (KY), Natalie Coleman (TN) and Debbie Hickerson (TN) as finalists.

Reduce competition between students; cooperative learning takes place in groups under the teacher's guidance.

A spokeswoman for the union said the rules allow classroom assistants to teach small groups of children under the supervision of a qualified teacher, but they should not teach whole classes or prepare teaching material.

Reading intervention services may include the use of: special reading teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer - based reading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these students.

The hastily called hearing sought to be a forum for the various groups to air mounting concerns about implementation of the new standards and especially the new testing, which will not only gauge how much students have learned but will also be used in measuring teacher performance under the state's new evaluation guidelines.

Under the group's proposal, the bonuses would double for teachers in struggling schools — the report suggests using the 33 schools eligible for federal School Improvement Grants — but they wouldn't generate changes in base salary increases unless the teachers maintained the same rating for three straight years.

We estimate the impact of incentive strength on achievement under a group - based teacher incentive pay program.

Under the group's proposal, first - year teachers would be known as «novices» and subject to extra training and observations.

These groups, including the Texas chapter of the NAACP, the Texas chapter of the American Federation of Teachers, and the Texas State Teachers Association, are obviously and blatantly placing the priorities of adults and their special interests ahead of the kids who are languishing in under - performing schools or on waiting lists for openings in charters that are in need of expansion capital to accommodate demand.

Although they are currently not organized under any one group, they are associated with organizations like TeachPlus and Teachers for a New Unionism.

Many teacher - voice groups are working under the assumption that involvement in policy discussions also affords teachers leadership opportunities not yet seen in our current education system.

Officials said they would come up with a «50 - state strategy» to tackle teacher equity instead by much earlier this year, but advocacy groups including The Education Trust said the department was allowing states to sweep teacher quality gaps under the rug.

«When schools were under local control it would have been unthinkable as well as impossible that a head teacher of even a group of schools could earn more than a director of education, let alone the secretary of state for education, let alone the prime minister,» Mr Clarkson told the conference.

Proponents note that at least under the new evaluations, teachers are more differentiated: Excellent teachers can now be rewarded with distinguished ratings, rather than being grouped with those who are average, for example.

A thousand failing schools had been transformed under the leadership of strong sponsors, she said, and more than 300 free schools had been set up by parents, teachers and community groups.

But the effect of the teacher on the score, which is what's used in VAM's, or the school scores, which is used for evaluation by the Feds — those effects are rarely under the teacher's control... Those effects are more often caused by or related to peer - group composition...»

BAT is the acronym for Badass Teachers, a group of more than 36,000 teachers who use the association as an outlet for both the creativity they feel is stifled by Common Core as well as a place to find solace and validation among other professionals who understand how dispiriting teaching has become under the constant threat of the education reform's harsh penalties against instTeachers, a group of more than 36,000 teachers who use the association as an outlet for both the creativity they feel is stifled by Common Core as well as a place to find solace and validation among other professionals who understand how dispiriting teaching has become under the constant threat of the education reform's harsh penalties against instteachers who use the association as an outlet for both the creativity they feel is stifled by Common Core as well as a place to find solace and validation among other professionals who understand how dispiriting teaching has become under the constant threat of the education reform's harsh penalties against instructors.

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.