Sentences with phrase «teachers and principals who»

Recent demands for more standards - based teaching can feel like a huge impediment to encouraging differentiated instruction, especially for teachers and principals who recognize student variance and want to address it appropriately.

Clearly, hiring teachers and principals who will promote high standards for all students is essential in improving achievement and equity in our schools.

We all need to work together so that 10 years from now, America's children will have the sort of federal education law they so richly deserve — one that challenges them to achieve to high standards, and provides them with the highly effective teachers and principals who can prepare them for success in college and the workforce.

His 5 Cs certainly hit on the need for committed teachers and principals who are competent, who grow during their careers, who build culture, and create a healthy environment for learning.

We hoped to speak for the teachers and principals who know that our students are being over-tested and that this is happening for purposes other than the assessment of their learning.

Teachers and principals who are on the frontlines in our schools are the key to preparing our students.

Eliminates current law requirement that school districts must use 60 percent of the grant funds to award classroom teachers and principals who effectively improvement student achievement as determined by meaningful, objective measures.

The network also provides schools with access to: a national «knowledge network» of CWC teachers and principals who can share best practices with one another, meaningful professional development opportunities and evaluation tools, student assessment tools and help tracking student achievement, training in school operations, interest - free start - up loans to help new schools get off the ground and long - term financial planning assistance, and help resolving outstanding academic issues when requested by the school.

The most powerful strategy for closing the achievement gap between advantaged youth and those in poverty is to provide teachers and principals who want to make a difference in their lives.

Alternative teacher certification specifically designed for second - career, mid-career or early retirees are a viable source of diverse teachers and principals who can meet students» pressing needs.

This will help districts hit the ground running with new teachers and principals who already have knowledge of the concepts, systems, and data options they are expected to use on a daily basis in the state.

Along with developing strategies to retain high performers, districts will be encouraged to design clear paths to dismiss those teachers and principals who after receiving ample opportunities to improve, continue to underperform as measured by the new evaluation.

We support initiatives to pay more to teachers in high - need subjects like science and math, and rewarding excellence by paying teachers and principals who do a great job in the classroom.

To reach that goal, we will support efforts to improve federal, state, and district policies that ensure students have teachers and principals who are highly trained, properly evaluated, and well supported in their professional growth.

Our goal is to ensure that in four years, we will have reduced the percentage of teachers and principals who are ineffective to below 10 %, and thereafter we will strive to drive that percentage to zero.

This year's cohort brings the total number of outstanding teachers and principals who have served in this role to over 100.

At each school she visited, she met teachers and principals who enthusiastically embraced teacher leadership, professional learning communities, coaching, and teamwork among faculty and staff.

The ultimate goal is to improve, not punish, teachers and principals who are struggling.

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.

What I am saying is that American public education spends $ 593 billion ineffectively, with so much money tied up in antiquated concepts (tenure, for example) that have no benefit to students or even to high - quality teachers and principals who are doing great work.

A Regents panel voted to allow teachers and principals who could be fired based on poor student performance on Common Core exams this year or last year to defend themselves by citing the botched rollout of the tough new curriculum.

When schools have failed to make Adequate Yearly Progress, it has mostly been teachers and principals who've been slapped on the wrist or let go from their jobs.

Including student learning growth as a significant factor among the multiple measures used to determine performance levels is important as an objective measure to differentiate among teachers and principals who have made significantly different contributions to student learning growth and closing achievement gaps.

Nor did the application speak to any fair and rigorous process for removing ineffective tenured teachers and principals who have had ample opportunities to improve but haven't.

Although there have been charter schools in Los Angeles since the early 1990s, the movement took flight early in this decade behind such figures as philanthropist Eli Broad, former school board president Caprice Young, former Mayor Richard Riordan and a long list of teachers and principals who were fed up by the ever - shifting reform agendas of Los Angeles Unified — and by what many saw as a recalcitrant teachers union, the powerful United Teachers Los Angeles.

Philadelphia, Guilford County, N.C., and four small districts in northern New Mexico have scooped up the last of the $ 42 million in federal grant money on offer this fall for rewarding teachers and principals who get higher student test scores in needy schools.

The money includes $ 30 million for K - 12 schools to provide incentives for teachers and principals who commit to working in New Orleans - area public schools for at least three years.

Teachers and principals who meet the criteria identified in the application and choose to challenge their State - provided shall submit an appeal to the Department, using the above linked application, within 20 days of receipt of their overall APPR rating or October 19, 2015, whichever is later.

As Stern writes about the Gotham experiment, «Keeping this potential breakthrough alive would cost a mere $ 300,000 per year — which seems a far smarter investment than the $ 70 million paid in bonuses to teachers and principals who produced zero reading gains.»

Teachers and principals who are engaged in professional practice must advocate for professional development and training that is characterised by these Principles of Procedure if authentic, lifelong professional learning is to occur.

A Regents panel voted to allow teachers and principals who could be fired based on poor student performance on Common Core exams this year or last year to defend themselves by citing the botched rollout of the tough new curriculum.

Under the Regents plan, which was tabled under pressure from Cuomo, teachers and principals who were at risk of losing their jobs because their students performed poorly on new, harder exams would have an additional defense at their disposal during disciplinary proceedings.

The Regents tabled a proposal that would have offered more protection for teachers and principals who could risk losing their jobs as a result of Common Core - based tests after Cuomo blasted it.

Madeleine emphasized the importance of collaboration and communication; addressing barriers with teachers and principals who express resistance to in - classroom breakfast, and using the facts about breakfast — it improves test scores, and can be implemented with minimal additional work for everyone involved — to create support for the program.

Mr Birmingham says the expert panel, which is due to report at the end of April, consists of dyslexia experts, a speech pathologist, a teacher and a principal who's already applied phonics in his own Victorian government school.

Dianne Maxon, a longtime elementary school teacher and principal who now works as an educational consultant, has reason to think so.

Barth is the former Achievement First teacher and principal who allegedly worked illegally as an uncertified school teacher for six years.

Not exact matches

One of the things I have respected most in Aida Rosa, principal of the elementary school P.S. 30, and the teachers that I talk with on her staff is that they look at children here as children, not as «distorted children,» not as «morally disabled children,» not as «quasi-children» who require a peculiar arsenal of reconstructive strategies and stick - and - carrot ideologies that wouldn't be accepted for one hour by the parents or the teachers of the upper middle class.

But there are teachers who aren't afraid to say «I love you» to their students and friends who say «good job» when you mess up on your part and parents who love the best they can and principals who sing solos and somewhere there is a new crop of parents with bewildered babies in the public pool, bouncing up and down in the water, and in that moment at least every one is singing.

«I am angry that a man who was a violent, aggressive bully, a drunkard with an unhealthy interest in children, and that was obvious, was allowed to be a principal of a school, was allowed to be teacher in a school over a long number of years, allowed access to young boys.

I also want to thank the teachers, principals, and other practitioners who let me watch them work and then offered me their insights into why they do what they do, including Brett Kimmel, Margarita Prensa, Tara Goulet, Molly Brady, Ann Szekely, Jessica Sager, Janna Wagner, Brandon Bailys, Michelle Navarre, Roel Vivit, and John Wolf.

Similarly, I once met a dynamic culinary arts teacher in my district, Kellie Karavias, who worked with the principal at her former school to completely integrate health and nutrition programs throughout the day, including the building of an in - school, instructional kitchen, «Five a Day Fridays» where children bought fresh fruit and vegetables from a cart each week, and an after - school program that offered counseling and exercise to obese children and their families.

Mr. CANADA: Well, you know, it's sort of interesting, because I have some of my Republican friends who love to tout the fact that I am about results, and I want to use data, and I'm prepared to fire teachers or principals or anyone who can't really deliver for children, right?

This week you will have the opportunity to read interviews from the teachers, principals, administrators, and food service directors who work tirelessly and understand the need for increasing participation, decreasing barriers, and raising awareness of school breakfast programs in our nation's schools.

While we need federal funding and guidelines, in the final analysis it's the parents, principals, and teachers [who matter]-- it's a local program, not just another federal program that needs money, but a program that invests in the future of local schools and communities.

We are a local group of parents, students, teachers, principals, nutritionists, policymakers, anti-hunger advocates, and community members who want our kids to have good food in our schools.

Give an «all about me» handout not only to your child's teacher, but also to the principal and any other teachers or therapists who will interact with her.

IEPs are created collaboratively by parents, teachers, the principal, and any other professionals who meet the child at school — Special Education Resource Teacher (SERT), Educational Assistant, Speech Language Pathologist, etc..

Meagan Biello, Assistant Principal for Cherokee HS, who currently serves there as a teacher on special assignment; and,

Montana principals, teachers, school nutrition staff, and health care providers all put their stamp of approval on these programs, because children and teens who regularly participate in school breakfast may potentially: