Sentences with phrase «teacher position needs»

It does not matter what your state of mind is — a resignation letter from school teacher position needs to be written positively.

Special Education Teacher Position Needed Near Albuquerque, NM Soliant is partnering with a school district near Albuquerque, NM for a special education teacher.

Not exact matches

They only need satisfy themselves that their position is a just one, suitable for teachers of the Christian faith who have come to realize in recent years that the faith has something to say to the problems of the day.

Add former no. 1 prospect in the country to a huge position of need, an established Big Ten backer in Tre Watson, Marcus Lewis, and Ray Lewis» son along with one of the best defensive teachers in Chuck Heater.

Meanwhile, the Independent Budget Office released its own rebuttal as Walcott spoke, publishing a new analysis that argues the mayor's plan over-states the need for teacher layoffs by more than 1,600 positions.

«We need to provide our teachers with the best possible support and professional development, so they in turn are well positioned to inspire students.

Flat salary schedules that treat all teachers and teaching positions the same, regardless of challenge or need, provide no extra incentive for teachers to work in harder - to - serve schools.

«Coverage of teachers unions needs to emerge from its current position as an afterthought on the education beat and assume its place alongside national fiscal and political reporting,» he concludes.

Boles and Professor Susan Moore Johnson realized schools were in dire need of guidance and instruction on such positions and served on an HGSE committee that explored ways to support experienced teachers through degree programs and professional development.

School leaders and teachers are caught in a position where they need to act.

After 13 years away from the position of program director, Merseth is back this year, and already revamping the T.E.P.'s curriculum to equip teachers with the tools essential to the needs of urban education today.

Principals, working with teacher - leaders and staff leaders from various vantage points within the school, are positioned to address the wide spectrum of environmental needs that confront high - poverty schools.

POSITIVE IMPACT As a teacher of gifted education, you are in a position to educate and inspire other teachers, who may need training and assistance in working with gifted and talented children.

Beyond a focus on efficiency, those working in the central office to support schools must have a clear, shared understanding that principals and teachers are often better positioned to know and act on the needs of their students and communities.

No educator wants to deny their students» need to explore the world around them, but there remain real issues regarding how best to allow this without putting the school or the teacher in a more vulnerable position.

Central to this notion is the need to constantly question, re-imagine and implement approaches in order to see learning through students» eyes, position students as their own teachers, and recognise the power of language in our daily interactions in the learning lives of students that powerfully underpin their identity and agency.

Teachers see students every day and are in the best position to notice changes that might indicate a crisis or some other situation that needs to be addressed.

Coverage of teachers unions needs to emerge from its current position as an afterthought on the education beat, and assume its place alongside national fiscal and political reporting.

By recruiting a diverse group of dynamic teachers into leadership pro- grams that are a direct pipeline into administrative positions, the programs address supply needs, increase the diversity of the leadership workforce, and deepen the instructional knowledge of that workforce.

State law may say that each teacher must have «appropriate certification for the position held,» but determining what a person needs to do in order to earn and maintain certification is in the hands of these departments and boards.

He placed the best teachers in reading positions to ensure struggling students get the attention and focus they need to gain proficiency in reading.

Moreover, teachers know they have little need to fear for their positions.

We spoke about the opportunities within ESSA to build in teacher leadership positions that can help to satisfy that need for advanced roles, and doesn't pull talent out of the classroom.

AMTE, building on the work of NCTM, developed a technology position statement focused on teacher preparation that states, «Mathematics teacher preparation programs must ensure that all mathematics teachers and teacher candidates have opportunities to acquire the knowledge and experiences needed to incorporate technology in the context of teaching and learning mathematics.»

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

The ideas include extending the time before a teacher earns tenure and offering «differentiated pay» for those teaching in high - need schools and hard - to - fill positions.

Lawmakers offered «flexibility» to school districts to handle the underfunding of TAs, which means they can move money out of classroom teacher positions that were intended to reduce class size in order to pay for the TAs they actually need.

to tell teachers who «strongly, strongly disagree with the union position on teacher tenure, on merit pay, on merit promotion, on classroom size» that they need to pay the union to advance such positions.

During arguments, Justice Anthony Kennedy, the swing vote, said it made «no sense» to tell teachers who «strongly, strongly disagree with the union position on teacher tenure, on merit pay, on merit promotion, on classroom size» that they need to pay the union to advance such positions.

While admission to Indianapolis Teaching Fellows does not guarantee a teaching position, the need for quality teachers in critical - shortage subjects remains high.

If teachers are to create the job advertisement, they'll need training on how to write an information - rich advertisement that includes all requirements needed to be successful in the position.

Practitioners in secondary education, including administrators, teachers, counselors, and others must be trained to provide support and maintain responsive and proactive positions regarding the ever - changing nature of our society and the needs of our students.

Philadelphia still needs to hire 136 teachers, and Detroit needs 135 teachers — more than 5 percent of its teaching positions — and the city has just 90 subs, so principals or other school staffers must cover most of the remaining classes, according to a Detroit schools representative.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

The U.S. Bureau of Labor and Statistics projects a 13 % increase in the number of teachers who will need to fill 455,000 new positions between 2008 and 2018.

By taking hard - to - fill positions — like high school math teacher — or going to high - need schools, participating in extra professional development or meeting two goals they set at the beginning of the year with their principals, teachers can earn from a few hundred to a few thousand dollars more each year.

«[T] teachers need to be in positions where they're able to deliver content and not be restricted by particular credentials... how can we create professional pathways for teachers so they can get those certifications?»

Each year, the organization receives tens of thousands of applications for its teaching positions, and places thousands of teachers in high - need, low - income communities across the United States.

To make space, districts would likely need to jettison teachers in «specialty» subjects such as arts, music and physical education, positions once funded separately by the state but now lumped in one block funding category.

If coaches approach teachers collaboratively and with set relationship parameters, present technological changes as support for existing lessons, and use their position and skills to advocate for teachers» needs, they can establish themselves as a strong resource for educational innovation.

In order to keep the teachers we recruit, we need to raise the status of the profession to its rightful position and promote wellbeing in the job to unlock the creativity, passion and discretionary effort that undoubtedly exists in the teaching workforce.

We need higher accountability and qualifications for public school teachers, yet charter schools and «reformers» don't need to be held accountable or meet even the reduced qualifications the reformers lobbied the legislature for in order to allow their hand picked candidates to access positions.

Teacher leaders need to get into political positions and right these wrongs.

The urgency to fill positions from small pools of «highly qualified» applicants often trumps the quest for teachers whose dispositions and competencies match the needs, interests, and gifts of the students and communities they serve.

Our teachers have the skill and experience required to meet these needs, but parents are best positioned to know each student's unique situation and intervene when needed.

The teacher's performance will not be the determining factor.Our Commissioner needs a waiver to get his job because he didn't have the qualifications to be in an educational leadership position.

For some time now there has been increasing recognition that, in an educational climate of accountability measures and increased top - down control, there is a need to position the work of teachers as extending beyond the classroom and situate teachers» role in education within the broader context of schooling.

As summarized in a technology position statement prepared by the Technology Committee for the Association of Mathematics Teacher Educators (2005) and approved by the AMTE Board (2006), teacher preparation programs need to focus on strengthening the preservice teachers» knowledge of how to incorporate technology to facilitate student learning of mathematics through experienceTeacher Educators (2005) and approved by the AMTE Board (2006), teacher preparation programs need to focus on strengthening the preservice teachers» knowledge of how to incorporate technology to facilitate student learning of mathematics through experienceteacher preparation programs need to focus on strengthening the preservice teachers» knowledge of how to incorporate technology to facilitate student learning of mathematics through experiences that:

Reducing barriers so that retired teachers can return to fill positions in high - need subjects and locations (35 %)

Without question, Connecticut needs more teachers who see themselves in their students (and vice versa), who have roots in the communities where they teach, and who are well positioned to instruct in ways that are academically challenging and culturally, linguistically, and community responsive.