Sentences with phrase «teacher in a small community»

AB then posted a message on Facebook that spoke to the difficulties of being an openly gay high school teacher in a small community.

It's difficult enough being an openly gay high school teacher in a small community.

Not exact matches

Indeed, whether we look to the teachers of ancient Israel or to the Platonic academy or to Augustine at Cassiciacum or to the medieval university or to Pico's disputatious Florence or to the small colleges of early nineteenth - century America, we find learning flourishing in communities formed by the conscious practice of spiritual virtues.

Our school's first grade teacher will come to a small, but growing Anthroposophical community and will have the opportunity to be a pioneer of Waldorf education in the Heartland.

With community support, we eliminated high - fructose drinks from school vending machines and banned sweets from classroom parties (a hard swallow for those drinking the same sugary punch as Cookie Crusader Sarah Palin); changed the tuition - based preschool food offerings to allergy - free, healthful choices; successfully lobbied for a salad bar and then taught kids how to use it; enlisted Gourmet Gorilla, a small independent company, to provide affordable, healthy, locally sourced, organic snacks after - school and boxed lunches; built a teaching kitchen to house an afterschool cooking program; and convinced teachers to give - up a union - mandated planning period in order to supervise daily outdoor recess.

Yes, the teachers» union has been successful in sowing a small backlash against accountability measures in communities that don't have to worry about unacceptably low student performance.

Our teachers, nurses, moms, dads, small business owners and working families are the backbone of our community and they deserve a State Senator who will always put them first,» Cruz said in a news release.

«I ran for NYC Council in 1997 after a career as a teacher, city planner, small business owner, district manager of a community board, and having held a number of civic leadership roles.»

«As a New York City public school teacher for 25 years, I've seen what our children need to succeed: smaller class sizes, more parental involvement, and balanced input in the education process from all members of the community,» Dromm said in a statement.

This is in no small part due to Principal Caliber's tenacity, the teachers» commitment, the parents» engagement and the surrounding community's high value for education.

Anyone staying late in the lab at the Boyce Thompson Institute (BTI) on a Thursday night will witness a small but dedicated group of Tompkins Cortland Community College (TC3) students and a BTI graduate student or postdoc huddled around a microscope, discussing basic biology concepts, or laughing about a bit of science news — a teaching arrangement that has benefitted students and teachers alike since 2010.

In fall 2006, James O'Brien, a former teacher and first - time principal, started the Brooklyn Community Arts & Media High School, a small public high school in Brooklyn, New York's Bedford - Stuyvesant neighborhood, where one third of the residents live below the poverty linIn fall 2006, James O'Brien, a former teacher and first - time principal, started the Brooklyn Community Arts & Media High School, a small public high school in Brooklyn, New York's Bedford - Stuyvesant neighborhood, where one third of the residents live below the poverty linin Brooklyn, New York's Bedford - Stuyvesant neighborhood, where one third of the residents live below the poverty line.

The report, two years in the making, calls on America's high schools to evolve into smaller communities where students and adults know each other well, the curriculum emphasizes depth over breadth, and a flexible, active learning process replaces the factory - era model of teachers lecturing to rows of students.

Although most of EVC's work is with teachers and students, their parents, friends, and community members join in the dialog during end - of - term screenings of student work and through portfolio roundtables during which students present and comment on their work to a small group of teachers, peers, EVC staff, and others.

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

As well as, frequently, school principals, school leaders in small communities have a range of extra responsibilities — which usually aren't found in larger centres and certainly not in metropolitan areas — to do with teacher housing, bus services, accessing specialist services to support students, and just coming to grips with the whole issue of distance.

Another way schools can be adaptable is to create thoughtful adjacencies in which faculty (teachers, administrators, and support personnel) are co-located in thoughtful ways that promote small and personalized learning communities.

Teachers meet in small - group professional - learning communities to discuss issues that relate to student learning, including technology integration.

Like all of the other Symonds» students, he began his days with a morning meeting, worked with teacher support in large and small groups, experienced academic choice, lived by rules and consequences, attended art, music, physical education, and media classes, and became a part of the Symonds community.

Building community also means connecting with kids, so United for Success starts and ends each school day with an advisory period, during which a small group of students meet with a particular teacher, creating an in - school family of sorts to support students academically and personally as they navigate the rough waters of adolescence.

Peterson: Since John Dewey, school reformers have tried to customize education to the needs of each child, but each step towards customization has required a big step toward centralization (bigger schools, larger school districts, state certification for teachers, federal dollars and regulations, etc.) School systems are no longer embedded in the small politics of local communities and this has dramatically changed the way accountability works.

«I think as a teacher in a small Arctic community, your day never ends,» MacDonnell says.

In general, smaller schools are thought to be easier to manage and to carry a greater sense of community among students and teachers.

To infuse research - based practices into more classrooms, 150 teachers and leaders in Small Learning Community schools in the district began taking courses this fall through WIDE World, capitalizing on the advantages of networked technologies to access HGSE research across distance.

In her District Administration article «Sustainable Professional Development,» Susan McLester includes substantial information about the creation of learning communities and on - demand coaches that are available commercially to meet the needs of a district, especially a small one that may not have the level of expertise or the availability of personnel to provide the necessary coaching and support to help its teachers create and sustain the new skills, practices, programs and methodologies they want to implement.

Greg Fisher, a teacher at Narbonne High School in the Harbor City area of LA, is one of the leaders of his Small Learning Community's plan to transform into a pilot school this year.

Second, few educators of the gifted would argue with the core tenets set forth in Turning Points (Carnegie Task Force on the Education of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid academic core, (3) ensure success for all students, (4) enable educators closest to students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6) promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with communities.

«It's true that in these smaller communities upstate, it's harder to attract outside talent, but I believe that we can't expect all teachers to be Rhodes Scholars.

For example, a small school might hire a part - time teacher as a reading interventionist, partner with a community organization to provide art or music lessons in exchange for weekend space, or ask a math teacher to teach coding in addition to algebra.

To answer their concerns, Dollars & Sense summarizes research on the educational and social benefits of small schools and the negative effects of large schools on students, teachers, and members of the community, as well as the «diseconomies of scale» inherent in large schools.

Network Eight: Students in Small and Rural School Districts, which provides that activities that may support learning opportunities and improvements across the state may include projects such as professional community to mentor and support teachers and mitigate professional isolation

Over time, though, Austin and his colleagues have learned to escape those walls in order to do their best work... A few years before Austin arrived as a twelfth grade teacher, a couple of tenth grade colleagues started to brainstorm and coordinate their curriculum, modeling their efforts on the «small learning communities concept.»

Small schools in southwest China's Tibet Autonomous Region have historically reflected local community values, yet had difficulty attracting teachers due to the long commutes, and remote mountainous locations.

Laura Staich is executive director of All Points North Foundation, a small, private foundation dedicated to measurably improving public middle school education and teacher training through funding innovation programs in underserved communities in the U.S.

One small glimmer of hope... There is money in Florida's Race to the Top proposal allocated to implementation of lesson study (or similar kinds of teacher learning communities) in some schools.

Community and school leaders organized parents, teachers, students, and principals to talk to the school board members about the positive impact these small schools were having on increasing student achievement in Oakland schools.

Caputo - Pearl said his «Union Power» group believes Fletcher has been too passive in fighting attacks on teachers and plans to organize the broader community to press for smaller classes, pay raises and protections for campuses against charter schools and other outside groups.

This common problem, which surfaces in school after school, led us to consult some of the most successful urban educators we know — teachers and principals who have been involved in founding new, small high schools in New York City and Boston, Massachusetts.1 These schools, which serve low - income, minority communities, have begun to routinely graduate and send to college more than 90 percent of their students.

Prior to coming to Stanford, he was a teacher for five years in Pueblo Pintado, a small Navajo community in the northwest region of New Mexico.

«Parents are looking for a place where students feel welcome, they feel like a part of the family, they feel a part of a community, they are able to develop closer relationships with teachers, and they want them to know who they are,» says Evelyn Castro, Principal of Ednovate College Prep charter school when speaking about one of the most important things parents want in a school and how sometimes a smaller charter public school can provide that.

Reformers have been less concerned about school closures in communities of color; more willing «to destabilize the democratic institutions»; more concerned about cutting costs; more willing to subject poor children of color to unproven experiments; less concerned about ensuring the presence of experienced, well - qualified teachers and small classes; more willing to impose test - driven curricula; less concerned about kids pushed out of school; and more willing to privatize education.

Putting us in small learning communities keeps us with the same teachers and the same students.

This approach makes more sense in smaller communities where there isn't a ready supply of new teachers and leaders, and where the current staff won't have other job options.

In those cases where small schools are not feasible, district and school leaders should break down large middle - grades schools into smaller schools or small learning communities where teams of teachers share small groups of students (sometimes called clusters or houses).

As a teacher cooperative, we have built a small, but sturdy school with a solid reputation both in our community, around the nation, and even throughout the world.

For these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyond.

The pilot study quantifies the real costs of teacher turnover in five school districts, representing a range of communities, large and small, urban and rural.

For example, at Hillside High School — a large, comprehensive high school in San Mateo, Calif. — students are grouped into small learning communities (SLCs) where they meet with teacher advisers daily to participate in activities focusing on community building, tolerance, equity, and social - emotional learning.

The teachers also created a small professional learning community for those who had students in common.

Tubman's combined - grade K -1-2 program is unique in the city: each homeroom community stays with their teacher and peers for three years and K -1-2 students are instructed in mostly small groups, with a focus on independence, deep practice of skills, and academic focus.