Sentences with phrase «teacher working conditions by»

In 2002, under the leadership of Governor Mike Easley, North Carolina became the first state to implement a statewide study of teacher working conditions by surveying teachers and administrators across the state.

Improving teacher working conditions by providing more autonomy in the classroom, providing more supplies and resources, and giving teachers more of a say in schoolwide decisions can make a difference.

Not exact matches

We're conditioned by our teachers, peers, parents, uneducated coaches and everybody else pumped to give advice that you must «learn to work on your weaknesses,» and «strengthen your weaknesses,» but all young millionaires focus 100 percent on their best skills and strengths.

«B.C. teachers have been vindicated after 14 years of being attacked by Christy Clark for standing up for fair working conditions that benefit B.C. children.

Supply teachers are facing a raft of exploitative employment practices, including denial of entitlements on pay, pensions and working conditions, a survey by the NASUWT, the largest teachers» union in the UK, has found.

«This government which is a government of change must be prepared to change the narrative by ensuring that teachers are motivated and the condition in which they work are conducive at all levels, so that they can deliver on their professional calling,» he said.

Commenting on the statement on licensing teachers by Tristram Hunt, Shadow Education Secretary, Chris Keates General Secretary of the NASUWT, the largest teachers» union, said: «When this proposal was made by the last Government in 2010, it was in the context of a national framework of pay and conditions of service which recognised and rewarded teachers as highly skilled professionals and which provided them with rights and entitlements to working conditions which supported them in focusing on teaching and learning.

A real - time electronic poll of members attending the Conference found that: 55 % said that national standards for supply agencies would most help to secure better employment conditions for supply teachers; 83 % said supply agencies do not fully disclose all fees and charges they make for their services; 61 % said supply agencies do not act to ensure their safety, health and wellbeing at work; Nearly a quarter (24 %) said their supply agency does not make them fully aware of how much they will be paid for each assignment and the same number said they were not paid promptly and accurately by their agency; A third said their agency did not make them fully aware of the type of work they were expected to undertake; 15 % said that their supply agency prevents them from seeking work from other sources; 65 % said supply agencies do not respect and develop their professional skills; Nearly a third (32 %) said they would not recommend their main supply agency to other teachers.

«The NASUWT has been consistently campaigning for action to tackle the agencies which are exploiting supply teachers by denying them the pay and working conditions to which they are entitled.

Led by yoga teachers who've received additional training to work with clients with various health conditions, the styles and formats differ widely, ranging from chair yoga in hospitals and elder - care facilities to small, focused therapeutic classes and one - on - one sessions.

Unfortunately, due to poor working conditions, some students with disabilities are taught by unlicensed teachers and do not get the instruction they need in order to progress.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

Our lack of information about employer - initiated moves may lead to an underestimate of the improvements in pay and working conditions achieved by teachers who move voluntarily, but the size of this underestimate is probably not very large.

Collective Bargaining: The process by which a district and a union representing teachers arrive at a contract spelling out work hours and conditions, salary, benefits, and processes for handling grievances.

So the unions and the boards often settled their differences by negotiating changes in «working conditions,» thereby avoiding teacher strikes.

Research conducted by the University of Pennsylvania's Richard Ingersoll, among others, shows that general working conditions, the degree to which teachers have classroom autonomy, and other non-monetary factors are at least as important a consideration as salaries in explaining teacher attrition.

Compiled by a Qualified Teacher, Tor Alexander Bruce, with a range of experience of having these conditions himself and who has worked extensively over a period of 11 years with young people from disengaged background and the services that represent them.

In a recent survey by Public Agenda, more than 80 percent of teachers said that without unions, they would be vulnerable to the vagaries of school politics, and their salaries and working conditions would be much worse.

Positive Autism Support and Training (PAST) was set up over three years ago by LauraKerbey, and ex Head Teacher from a Specialist Autism School with over 15 years» experience working with children with autism and associated conditions.

«NASUWT members and teachers generally have been appalled by the EIS statements, which have not diminished their anger about cuts to their pay, deterioration in their working conditions and crushing workload burdens.»

Led by Katherine Bassett, herself a former state teacher of the year in New Jersey, the network is working to improve «the conditions, capacity and culture necessary to support great teaching and learning.»

Low - income parents» involvement in school may be hindered by transportation difficulties, chronic health conditions, or conflicts with work schedules, while parents whose primary language is not English may not feel able to participate in school activities, or may belong to a culture where questioning teachers is not a norm.

The critiques are many, including that teacher evaluation does not: measure teachers accurately with its drive - by observations by principals and third parties; take into account teachers» varying roles and working conditions; reveal measurable differences among teachers (absence of actual differences would make the profession unique on planet Earth); lead to better professional development; and more.

Furthermore, we believe teachers» professional self - concept is negatively impacted by inequitable working conditions in many high - need schools and communities that are not present in schools that are resource - rich.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

These shared expectations and opportunities to work with teachers are not conditions that can be secured by the teacher leader alone.

Teacher quality is strongly affected by a teacher's working condTeacher quality is strongly affected by a teacher's working condteacher's working conditions.

However, HPS will create room for TFA's by continuing it's unethical practices of squeezing well qualified certified staff by creating hostile work conditions and using the teacher evaluation system as a tool to non-renew their contracts.

Hansen places these teacher protests in the context of a national «war on teachers» narrative, fueled by working conditions declining, erosion of benefits and increased spending on charter schools and vouchers for families to attend private schools.

«The most durable way to improve schools,» Ms. Ravitch writes, is the one thing that is actually discouraged by the stress on tests: It is «to improve curriculum and instruction and to improve the conditions in which teachers work and children learn.»

They are supported by school leaders who create conditions (in time, space, and agenda) for teachers to lead and do the work of examining the evidence of student learning and their instructional practices collaboratively and consistently.

At The Center we believe the key to unlocking student success is by growing teachers» skill, knowledge, and voice, creating the conditions for them to thrive, and amplifying their great work.

While many teachers rightfully complain about pay scales and working conditions, others create space for their own and other's empowerment by becoming leaders in their schools and districts.

It offers recommendations for implementing such an approach, including making retention of irreplaceable teachers a top priority by aiming to retain more than 90 percent of them annually; overhauling principal hiring, support, and evaluation; paying teachers what they're worth; and monitoring school working conditions.

These changes can set in motion a virtuous cycle by which better training and working conditions enhance the experience of being a teacher, attract more people into the profession, and elevate the status of teachers overall, thereby improving the profession.

Minority teachers are being driven out of schools by poor working conditions at rates higher than their non-minority colleagues, which only undermines years of recruitment efforts that have targeted minority teachers.

Hierarchical, rigid education systems exacerbate this lack of professionalism by treating teachers as a problem, by not seeking their input or voice on decisions that affect teachers, and by dismissing concerns about pay or working conditions or safety.

Essentially, many teachers, so exhausted and worn down by this lack of professionalism, combined with the conditions in which they work, may resist change of any sort, systematic initiatives of any sort, or new ideas of any sort because they are simply trying to survive, physically or emotionally, in the face of so much adversity.

Texas AFT actively works to better the profession of educators by promoting effective public education policy and laws to help improve the pay and working conditions of our teachers, nurses, counselors and other professionals.

Specifically, the report targets improved teacher working conditions that make the job «doable» by ensuring adequate resource staff; manageable class sizes; and a safe, supportive environment.

The value of this frame of reference was recently described by Ann Byrd, director of the South Carolina Center for Educator Recruitment, Retention, and Advancement: «Not only will we get a closer look at the working conditions of teachers and administrators in our own state, but we will also have the opportunity to compare our situation with neighboring states who have conducted similar research» (Center for Teaching Quality, 2005, p. 2).

Local teachers union President Alex Caputo - Pearl said teachers in traditional schools, who are represented by unions, have an edge: better job security and frequently superior working conditions.

The importance of teacher working conditions is magnified by the teacher attrition problems plaguing schools — especially in the United States» chronically hard - to - staff urban and rural schools.

Sources: Adapted from Teacher Working Conditions Are Student Learning Conditions: A Report to Governor Mike Easley on the 2004 Teacher Working Conditions Survey by E. Hirsch, March, 2005, Chapel Hill, NC: Southeast Center for Teaching Quality; and Listening to the Experts: A Report on the 2004 South Carolina Teacher Working Conditions Survey by E. Hirsch, March, 2005, Chapel Hill, NC: Southeast Center for Teaching Quality.

Marzano's view on the significance of leadership in developing a culture that works in schools is strongly supported by CTQ's statistical analysis of teacher working conditions, which indicated that leadership is positively and significantly correlated to all other working conditions.

While policymakers may debate the utility of such comparisons, such comparisons are better supported by the available data than are comparisons between teachers who work with very different subsets of students and under different conditions.

The final budget bill cut state K - 12 spending by nearly $ 800 million, over7 percent — the largest amount in Wisconsin's history — and limited local governments» abilities to make up for these cuts through property taxes.14 That same year, Gov. Walker passed major tax cuts primarily targeted toward corporations and the wealthy that totaled $ 2.33 billion over 10 years.15 Gov. Walker and Act 10 proponents argued that the bill's reforms would allow schools to offset these cuts by reducing teachers» benefits and hiring lower - paid teachers, preventing budget cuts from affecting students.16 Gov. Walker also argued that eliminating requirements to bargain over salary structures, hiring, and working conditions would give schools additional flexibility needed to attract and retain higher - quality teachers.17

Search theory suggests early career job changes lead to better matches that benefit both workers and firms, but this may not hold true in teacher labor markets characterized by salary rigidities, barriers to entry, and substantial differences in working conditions.

Instead of looking to make teaching look more like medicine, we should consider how to make teaching look like teaching again, and that will begin by listening to what teachers have to say about their working conditions.

Four decades of research by such familiar names as Boyer, DiMartino, DuFour, Fullan, Goodlad, Guskey, Marzano, Reeves, Schmoker, Sizer, Wiggins, and others tells us a lot about how high school students learn, about good teaching, about effective leadership, about positive school cultures, and about the working conditions under which teachers are the most productive.