Sentences with phrase «teachers agreed about»

While teachers agree about the value of welcoming parents to their children's new classroom, this event can also feel like one more hoop to jump through.

Not exact matches

If he is making a theological statement about how cops, along with doctors, editors, teachers, and all humans, can improve by striving to attain to the «fullness of the measure of Christ,» then I wholeheartedly agree.

What happens if teacher is saying something about the Rapture that you don't agree with?

Dear Teacher: I agree with you about the importance of adults teaching by example.

I am a mom and don't agree with the junk food in the classroom either — my child has multiple food allergies, so I have spoken with our teachers about making the party sign - up sheets start off with a list of healthy options.

Its important to note that Dr. Montessori never wrote about sleep and that there is no singular approach that all Montessori - style parents (or teachers) agree upon.

«The NASUWT has made every effort to secure an agreed way forward through negotiation, but the employer has refused to listen to the serious concerns of teachers about the unacceptable practices being adopted for the monitoring of teachers.

Buffalo Federation of Teachers President Phil Rumore agreed, pointing to commentary published by Paladino in ArtVoice about conversations in executive sessions.

«I think it's fair to say about Common Core that we all agree that we need real standards for our students, a meaningful teacher evaluation system.

«Regarding rumors about teacher evaluation, there are a number of proposals floating around and none of them have been agreed to,» DeRosa said.

I couldn't agree more about how the proper outfit can help you out as a teacher.

I'm a teacher too and totally agree about looking professional, especially on the first day.

A year later, answering a question from a Time magazine reader who complained about a professor who badmouthed Wikipedia as a legitimate research source, Wales no doubt surprised the reader by answering, «I would agree with your teachers that that isn't the right way to use Wikipedia.

«When teachers come to me for advice on purchasing a computer, I usually begin by asking about their specific needs,» Cathy Chamberlain agreed.

They haven't always agreed — especially on which levels of government should do what, how many forms of school choice warrant public funding, how best to evaluate teachers, and so on — but I'm not talking about consensus on the details of policy and implementation.

Teachers who use oral histories in their classrooms agree: Just about anyone can be a great interview subject.

When a school is able to execute a good design successfully, everyone — leaders, teachers, administrators — agrees about what drives student achievement.

The Harvard Graduate School of Education faculty members participating in an Askwith Forum panel discussing the controversial documentary Waiting for «Superman» expressed mixed emotions about the film's emphasis on charter schools and teachers unions, and agreed it's a small glimpse of a large and complicated education problem.

Secretary of Education Arne Duncan has said that much of the criticism about testing «is merited,» and he has agreed to wait until 2017 before using test information to evaluate teachers, putting accountability on hold until the next administration comes into office.

Teachers and students must agree ahead of time about how they will communicate their growing frustration, ideally with a signal or gesture that indicates a need to choose an option at a specific level.

Teachers are widely agreed upon to be the most important in - school factor influencing student achievement, but we are less sure about the mechanisms through which teachers can have anTeachers are widely agreed upon to be the most important in - school factor influencing student achievement, but we are less sure about the mechanisms through which teachers can have anteachers can have an impact.

A team - oriented approach to teaching, one that encourages educators to think about the success of a student well beyond the year they spend in a particular classroom, is a vital part of education, agreed panelist Tim Daly, president of the education nonprofit TNTP, which addresses issues of teacher quality.

It doesn't matter if you end up knowing about Colonial tinsmiths or sedimentary rocks or even that you agree with how the teacher has chosen to structure the lessons on such topics; what matters is that your kid continually increases his or her desire and capacity to learn.

Yet, the editors explain, «Despite the pervasiveness of alternative routes, most researchers now agree that the label of «alternative» says little about how teachers are actually recruited and compared.»

I totally agree that there should be safeguards to ensure teachers are not subject to arbitrary dismissals, but we can have a reasonable discussion about how high those safeguards need to be.

In order for this to become a reality, teachers have to agree about the need to change their practice and then work out, in teams, how they are going to do it.

At the Digital Schoolhouse Back2School panel debate in September, one of the recurring themes was that teachers and students alike agreed that children arrive at secondary school having learned very little about computers and programming.

In a debate between Kati Haycock and Eric Hanushek on how to ensure that more students have effective teachers, the two agreed about the importance of designing good teacher evaluation systems.

I agree with a lot of the things that Al Gore says about education, such as high standards and giving teachers bonuses.

Sorry Arne, while I agree it is about the children and while teacher performance is important — it is ALSO about the building.

Yesterday, I discussed the recent Ed Next forum between Kati Haycock and Rick Hanushek, noting that I agree with Haycock's focus on sensible strategies to get more good teachers into high - poverty schools but that I worry about the casual heavy - handedness with which some advocates tackle the issue.

Almost 90 percent of principals and 75 percent of teachers surveyed agreed or strongly agreed that the policy had made parents more concerned about their child's progress.

While 32 percent strongly agreed they have a comprehensive professional - development plan for new teachers, only 17 percent believed the same about professional development for new principals.

We find it important to note that researchers, who often represent opposing views about the characteristics that define effective teaching, do agree on the dangers of using the VAM student growth model to measure teacher effectiveness.

``... students who strongly agreed that their school is committed to building students» strengths and that they have a teacher who makes them excited about the future are almost 30 times as likely to be engaged learners as their peers who strongly disagreed with both statements.»

The majority of BME teachers did not feel positive about the appraisal system: only 30 % of BME teachers working in primary school and 23 % of BME teachers working in secondary school agreed the appraisal system is «supportive rather than punitive.»

Now, we don't agree with the paper's assessment that this is about the teacher's union.

In response to concerns about test validity, state leaders have agreed to a full review of the assessments before the results are used for teacher evaluations or school grades.

About 375 teachers in those schools had a «level 5» rating, the highest, on their teacher evaluation rating and agreed to participate.

The latest survey evidence suggests that this dynamic may have largely not played out: About the same proportion of teachers agreed — before and after 2009 — with the statement that «If I could get a higher paying job, I'd leave teaching as soon as possible.»

In contrast, over the course of President Obama's first term, about two - thirds of teachers were as likely to agree that if they «could go back to college and start over again,» they would «probably» or «definitely» still become teachers.

This petition demands broad and democratic discussion about the new evaluation system which would include that (1) our union immediately poll the membership with regard to the new measures agreed upon by our leadership (2) provide more frequent updates on the negotiations, (3) host forums at chapter, borough and city - wide levels where members can discuss this new system, and (4) open the New York Teacher newspaper and the Edwize blog to alternative viewpoints and information.

The percentages of teachers who agreed with positive statements about their profession were higher among teachers who believed they had a voice in school decisions, and lower among teachers who felt their opinions were not often considered at the school level.

Comment from Shamekka: I agree with your statements about teachers and schools and their vulnerability to these standardize test.

In an open letter, E4E and a coalition of other groups called on New York Governor Andrew Cuomo to push the New York City Department and the UFT to agree about teacher evaluations.

Conducted by the Center on Education Policy (CEP), the survey found a majority of teachers expressing satisfaction with their own school, but about half or more agreed with statements indicating diminished enthusiasm, high stress and a desire to leave the profession if they could get a higher - paying job.

While both sides agree there are ineffective teachers in our public schools, and they are concentrated in low - income communities, they can't agree on what to do about it.

I asked you for some citation re your rather dramatic claims about the alleged «Faustian bargain» where teachers unions agreed to have CA's education spending lost in the nation, the class sizes highest in the nation, and all with the ultimate objective of having salaries, according to RAND, that are below the national average.

However, teachers, parents, and students all agree that we need to communicate information about learning.

In a series of questions about the state's dismissal laws, and whether they serve a useful purpose, Seymour agreed that they do, saying they help «protect teachers from arbitrary decisions that might be made by a principal or district for reasons not related to their teaching competence.»